Objectives (5 - 10 minutes)

1. Understand the concept of Polysemy:

   • Define and identify words with multiple meanings in the context of the Portuguese language.
   • Provide examples and discuss the use of polysemous words in different communication situations.

2. Identify words of foreign origin:

   • Explain the influence of other languages on the formation of the Portuguese language vocabulary.
   • Identify common words that have foreign origins.

3. Differentiate polysemy from foreign words:

   • Discuss the differences between words that have multiple meanings and words that have been incorporated from other languages.
   • Apply the acquired knowledge to correctly identify words in practical exercises.

Secondary objectives:

• Foster discussion and debate among students about the richness and complexity of the Portuguese language.
• Encourage autonomous research, using digital and bibliographic resources to deepen understanding of the topic.

Introduction (10 - 15 minutes)

1. Review of previous contents: The teacher starts the class by reviewing the concepts of synonyms and antonyms, two topics already studied and related to the theme of the class. They are important for understanding the concept of polysemy. The teacher can do this through a small word game, where students need to find synonyms and antonyms among the presented words.

2. Problem situation 1: The teacher presents the sentence to the students: "He knocked on the door." Then, he asks: "What do you understand by 'knocked'?" This question aims to awaken in students the idea that the word 'knocked' can have different meanings, depending on the context in which it is used.

3. Problem situation 2: The teacher shows a list of words like 'soccer', 'internet', 'fast food', 'shopping', 'sandwich', 'mouse', etc. He asks the students: "Do you know where these words came from?" This question aims to introduce the concept of foreign words and how words from other languages are incorporated into Portuguese.

4. Contextualization: The teacher highlights the importance of studying polysemy and foreign words for effective communication and correct understanding of what is read and heard. He can mention examples of how the inappropriate or mistaken use of polysemous words can lead to misunderstandings. Additionally, he can emphasize how the Portuguese language is rich in words of foreign origin, reflecting the cultural influence of other peoples.

5. Introduction of the topic: To capture the students' attention, the teacher can share some curiosities about polysemy and foreign words. For example, he can mention that some polysemous words have divergent meanings, such as 'bank' (financial institution or seat) or 'sleeve' (fruit or part of a piece of clothing). Regarding foreign words, the teacher can mention that, according to some studies, about 40% of the Portuguese vocabulary is of foreign origin, mainly from Latin, Greek, English, French, Italian, and Arabic.

6. Attention gain: To conclude the Introduction, the teacher can propose a challenge. He presents the students with a list of words and asks them to identify which ones are polysemous and which ones are foreign words. This will serve to stimulate student participation and assess the level of understanding they already have on the topic.

Development (20 - 25 minutes)

1. Activity 1: Polysemy Game (10 - 15 minutes)

   • The teacher should divide the class into groups of up to five students. Each group will receive a set of cards, where each card contains a polysemous word.
   • The first challenge is for the students, within the group, to identify and write on the back of the card the different meanings they can associate with the presented word.
   • Then, the groups exchange their cards. The challenge now is that, based on the meanings listed on the back, the students must create a short story or situation where the polysemous word is used correctly and contextualized.
   • After a set time, each group presents their card and the story or situation created to the class. The other students must try to guess what the polysemous word is and what meanings were identified.
   • The game continues until all cards have been presented. The teacher should move around the room, helping the groups when necessary and clarifying doubts.

2. Activity 2: Foreign Word Hunt (10 - 15 minutes)

   • Still in groups, students will receive a set of cards, where each card brings a word that is a foreign word in Portuguese.
   • The goal is for the students, in their group, to construct sentences or short texts that contextualize the use of the foreign word in Portuguese.
   • After a set time, each group presents their sentences or texts to the class. The teacher should encourage discussion about the use of foreign words in the Portuguese language and verify if the students are able to differentiate between polysemy and foreign words.

3. Activity 3: Debate on the influence of other languages (5 - 10 minutes)

   • After the activities, the teacher proposes a debate in the classroom about the influence of other languages on Portuguese.
   • The teacher can present some examples of words that are frequently used, but that students may not know are of foreign origin. For example, 'chewing gum' (English), 'tire' (French), 'shampoo' (English), 'coffee' (Arabic), among others.
   • Students are encouraged to share other words they know that are of foreign origin. The teacher should clarify doubts and correct possible misconceptions.
   • The debate should emphasize the importance of studying words of foreign origin for expanding vocabulary and understanding different cultures.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • After the conclusion of the activities, the teacher should promote a group discussion with all students. Each group has up to 3 minutes to share the solutions or conclusions found during the activities.
   • During the presentations, the teacher should ask questions to stimulate critical thinking and deepen students' understanding of the topic. For example, "Why did you think this word was polysemous/foreign word?", "How did you manage to contextualize the use of this word?" or "Can you think of other examples of polysemous words/foreign words?".
   • The teacher should encourage the participation of all students, ensuring that everyone has the opportunity to share their ideas and doubts.

2. Connection with Theory (3 - 5 minutes)

   • After the discussion, the teacher should make the connection between the activities carried out and the theory presented at the beginning of the class.
   • The teacher can, for example, revisit the concepts of polysemy and foreign words, and explain how the activities helped students understand these concepts in a practical and playful way.
   • The teacher should highlight the main points learned during the class, reinforcing the importance of studying polysemy and foreign words for the correct use of the Portuguese language.

3. Individual Reflection (2 - 3 minutes)

   • To conclude the class, the teacher should propose that students reflect individually on what they have learned. He can do this by asking questions like:
     1. "What was the most important concept you learned today?"
     2. "What questions have not been answered yet?"
   • Students should have a minute to think about these questions. Then, they can share their answers with the class, if they wish. The teacher should value all answers, even if they are different from what he expected.

4. Feedback (Optional)

   • If there is time, the teacher can ask for feedback from students about the class. He can ask what they liked the most, what they found most difficult, or if they have any suggestions to improve the next class. Student feedback is a valuable tool for the teacher to enhance his teaching strategies.

This Return is essential to consolidate learning, clarify doubts, and allow students to reflect on what they have learned. Additionally, it provides the teacher with the opportunity to assess the effectiveness of his class and make the necessary adjustments for the next ones.

Conclusion (5 - 10 minutes)

1. Summary of Contents (2 - 3 minutes)

   • The teacher should summarize the main points covered during the class. He should reinforce the concepts of polysemy, foreign words, and the difference between them.
   • Additionally, the teacher should recap the activities carried out, highlighting what was learned from each of them. He should also recall the problem situations and discussions that took place.

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

   • Next, the teacher should emphasize how the class connected theory, practice, and applications. He can mention how the playful and contextualized activities helped students better understand the theoretical concepts.
   • Furthermore, the teacher should emphasize how the study of polysemy and foreign words is relevant to students' daily lives, both to improve oral and written communication, and to understand texts and various contexts.

3. Additional Materials (1 - 2 minutes)

   • The teacher should suggest additional study materials for students who wish to deepen the knowledge acquired. These materials may include books, articles, videos, educational websites, among others.
   • For example, the teacher can recommend an online dictionary that explains the origin of words, a video discussing the importance of studying polysemy and foreign words for communication, or an activity book proposing new challenges related to the topic.

4. Relevance of the Subject (1 - 2 minutes)

   • To conclude, the teacher should reinforce the importance of the subject presented for students' daily lives. He can mention that the ability to identify and use polysemous words correctly is essential for effective communication, both oral and written.
   • Additionally, the teacher should emphasize that knowledge about the origin of words, including foreign words, contributes to the understanding of different cultures and to the enrichment of vocabulary.
   • The teacher can end the class by inviting students to observe and research more about the words they use in their daily lives, to realize the richness and complexity of the Portuguese language.

The Conclusion is an important moment to consolidate learning, motivate students to continue studying the topic, and emphasize the relevance of the subject to their lives. Additionally, it provides the teacher with the opportunity to make a final clarification about the concepts covered and to reinforce the connection between theory and practice.