Objectives (5 - 7 minutes)

1. Understand the Difference between Transitive and Intransitive Verbs: The teacher will introduce the concept of transitive and intransitive verbs, explaining that the former require a complement to have a complete meaning, while the latter do not. This will be initially done theoretically, with a clear example for each type of verb.

2. Identify Transitive and Intransitive Verbs: After the theoretical explanation, the teacher will propose practical activities for students to identify transitive and intransitive verbs in sentences. This will help them apply the acquired knowledge and better understand the subject.

3. Use Transitive and Intransitive Verbs in Context: Finally, students should be able to use transitive and intransitive verbs correctly in sentences, appropriately and coherently. For this, the teacher will propose text production exercises, in which students will have to create sentences with verbs of both types.

Secondary Objectives:

• Develop Critical Thinking: Throughout the lesson, the teacher should encourage students to think critically about the subject, questioning them about why certain verbs are transitive or intransitive. This will help consolidate learning and develop analytical and reflective skills.

• Stimulate Active Participation: The teacher should also stimulate active participation from students, whether through direct questions, group discussions, or practical activities. This will make the lesson more dynamic and engaging, encouraging learning.

• Promote Meaningful Learning: Finally, the teacher should aim to promote meaningful learning by relating the lesson content to everyday situations. This will help students better understand the subject and realize the importance of transitive and intransitive verbs in everyday language.

Introduction (10 - 12 minutes)

1. Review of Related Content: The teacher should start the lesson with a brief review of the content that is prerequisites for understanding the lesson topic, such as the concept of a verb and the classification of verbs according to their predication. This is important to ensure that all students are on the same page and can follow the new content adequately.

2. Problem Situations: After the review, the teacher should present two problem situations that involve the use of transitive and intransitive verbs. For example:

   • "Why do we say 'I ate' and 'I slept,' but we don't say 'I saw' or 'I heard' without a complement?"
   • "Why do we say 'I cut the cake' and not 'I cut'?"

3. Contextualization: The teacher should explain that understanding and correctly using transitive and intransitive verbs are fundamental for constructing correct and coherent sentences in the Portuguese language. Additionally, it should be emphasized that this skill is useful in various everyday situations, such as writing texts, reading, and oral communication.

4. Introduction to the Topic: To spark students' interest in the topic, the teacher can present curiosities and interesting facts about transitive and intransitive verbs. For example:

   • "Did you know that there are verbs that can be transitive or intransitive, depending on the context? An example is the verb 'run.' If I say 'I run every day,' it is intransitive, it does not need a complement. But if I say 'I run the marathon,' it is transitive, it needs a complement."
   • "How about this curiosity: some verbs we use in everyday life, like 'give,' 'do,' and 'have,' are transitive in some situations and intransitive in others. For example, 'I give presents' (transitive) and 'I laugh' (intransitive). Interesting, isn't it?"

With these strategies, the teacher will capture students' attention and prepare them for the content that will be presented.

Development (20 - 25 minutes)

1. Classification Activity (10 - 12 minutes): The teacher will propose a verb classification activity. For this, they should prepare cards with different verbs written in advance. Students, in groups of up to 5 people, will receive a set of these cards and should classify them as transitive or intransitive verbs.

   • Step 1: The teacher will distribute the cards to the groups and explain the rules of the activity. Each verb must be placed in one of the two categories: transitive or intransitive.

   • Step 2: Students, in their groups, will discuss and decide in which category each verb fits. They should justify their choices based on the knowledge acquired in the lesson.

   • Step 3: After the classification, each group should present their choices to the class. The teacher will correct and explain, if necessary, the reasons why a certain verb is transitive or intransitive.

2. Sentence Creation Activity (10 - 12 minutes): The second activity will consist of creating sentences using transitive and intransitive verbs. The idea is for students to apply the acquired knowledge in a practical and contextualized way.

   • Step 1: The teacher will propose a theme for the sentences, for example, 'daily activities.'

   • Step 2: Each group will receive a sheet of paper and should write the proposed theme at the top. Then, students should create as many sentences as they can, using the verbs from the cards that were not used in the previous activity.

   • Step 3: After creating the sentences, the groups should exchange their sheets with other groups. Each group should read the sentences from the group they received and identify if the verbs used are transitive or intransitive.

   • Step 4: The teacher will collect the sheets and, at a later time, will correct and return them to the groups, along with feedback on their performance in the activity.

3. Role-Playing Activity (optional - 5 minutes): If time and interest allow, the teacher can propose a role-playing activity, in which students will create and perform dialogues involving the use of transitive and intransitive verbs. This activity, besides being fun, allows students to practice using verbs in a more realistic and contextualized way.

   • Step 1: The teacher will propose a scenario for the dialogues, for example, 'at a restaurant' or 'at a bookstore.'

   • Step 2: Students, still in their groups, should create a short dialogue set in the proposed scenario. They should use transitive and intransitive verbs appropriately and coherently.

   • Step 3: After creating the dialogues, each group should choose one of their members to perform the dialogue. The teacher and the other students will watch and evaluate the performance.

These playful and interactive activities will provide students with the opportunity to practice using transitive and intransitive verbs in a meaningful and enjoyable way, reinforcing learning.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should promote a group discussion, bringing all students together to share the solutions or conclusions found during the activities. This is an opportunity for students to express their ideas, clarify doubts, and learn from each other. The teacher should ensure that all groups have the chance to speak and that all voices are heard.

   • Step 1: The teacher calls all groups to gather in a large circle or discussion circle.

   • Step 2: The teacher starts the discussion, asking each group to briefly share their main conclusions or difficulties encountered during the activities.

   • Step 3: The teacher should facilitate the discussion by asking questions to stimulate critical thinking and students' reflection. For example, 'Why did you classify this verb as transitive? What were the indicators in the sentence that you observed?' or 'How did you decide which verb to use in your sentences? What did you take into consideration?'

2. Connection with Theory (2 - 3 minutes): Based on the group discussions, the teacher should make the connection between the practice carried out and the theory presented at the beginning of the lesson. They should reinforce the main concepts, clarify persistent doubts, and highlight the key points learned during the lesson.

   • Step 1: The teacher revisits the concepts of transitive and intransitive verbs and reinforces the difference between them.

   • Step 2: The teacher provides a brief summary of the main conclusions or learnings that emerged during the group discussion. For example, 'We noticed that action verbs are generally transitive, while state verbs are often intransitive. However, there are exceptions to this rule, as we saw with the verb 'run'.'

   • Step 3: The teacher clarifies any misunderstandings that may have arisen during the lesson and answers any questions that students may still have.

3. Final Reflection (2 - 3 minutes): To conclude the lesson, the teacher will propose a final reflection, in which students should individually think about what they have learned. The teacher should ask guiding questions, and students will have a minute to reflect and formulate their answers.

   • Step 1: The teacher poses the reflection questions. For example, 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'

   • Step 2: Students silently think about the questions and formulate their answers.

   • Step 3: The teacher asks for some volunteers to share their answers with the class. This not only allows students to practice oral expression but also helps the teacher assess the class's level of understanding.

By the end of this stage, students should have consolidated their knowledge of transitive and intransitive verbs and had the opportunity to reflect on what they have learned. Additionally, the teacher will have obtained valuable feedback on the lesson, which can be used to adjust the planning of future lessons.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes): The teacher should summarize the main points covered during the lesson, recapitulating the definition of transitive and intransitive verbs, and the difference between them. It is important for the teacher to reinforce the main rules and characteristics of each type of verb so that students can internalize the content. Additionally, the teacher can briefly revisit the activities carried out, highlighting the most relevant points and the difficulties that arose.

2. Connection of Theory, Practice, and Applications (1 - 2 minutes): The teacher should explain how the lesson connected the theory of transitive and intransitive verbs with practice and applications. They can highlight, for example, how the classification and sentence creation activities allowed students to apply theoretical knowledge in a practical and contextualized way. Furthermore, the teacher can emphasize the importance of understanding and correctly using these types of verbs in oral and written communication, both in the school context and in everyday life.

3. Extra Materials (1 - 2 minutes): The teacher should suggest extra materials for students who wish to deepen their study of transitive and intransitive verbs. These materials may include textbooks, educational websites, explanatory videos, online exercises, among others. It is important for the teacher to indicate materials that are accessible and suitable for the students' comprehension level, so they can explore the content autonomously and complement what was learned in the classroom.

4. Relevance of the Subject (1 minute): Finally, the teacher should reinforce the importance of the subject presented for students' lives. They can emphasize that knowledge of transitive and intransitive verbs is essential for constructing correct and coherent sentences in the Portuguese language, whether in writing, reading, or speaking. Additionally, the teacher can mention that the ability to identify and correctly use these types of verbs can facilitate communication and understanding in various everyday situations, such as reading texts, writing essays, interpreting questionnaires and instructions, among others.

By the end of the lesson, students should have acquired the necessary knowledge to identify and correctly use transitive and intransitive verbs. Furthermore, they should have understood the importance of this skill for effective communication and mastery of the Portuguese language. With the support of the suggested extra materials, students will have the opportunity to review and deepen the content according to their needs and interests.