Objectives (5 - 7 minutes)

1. Understanding Polysemy: Students should be able to understand the concept of polysemy, which refers to the ability of a word to have multiple meanings. They should be able to identify and explain examples of words with various meanings.

2. Identification of Polysemy in Texts: Students should acquire the ability to identify polysemous words in texts. They should be able to perceive how context helps determine the correct meaning of the word.

3. Recognition of Anglicisms: Students should learn to identify foreign words that have been incorporated into Portuguese. They should understand the importance of these words in enriching the vocabulary and cultural diversity.

Secondary Objectives:

• Vocabulary Development: By working with polysemy and anglicisms, students will have the opportunity to expand their vocabulary, which is an important goal in itself.

• Improvement in Text Comprehension: The ability to identify and understand polysemous words in texts will improve students' overall comprehension, as polysemy is often the key to understanding the meaning of a sentence or paragraph.

• Cultural Awareness: By studying anglicisms, students will have the opportunity to learn about different cultures and their influence on the Portuguese language.

Introduction (10 - 12 minutes)

1. Review of Previous Content: The teacher should start the lesson by reviewing related concepts that were studied earlier. This includes defining words and the importance of context in determining their meaning. This review will serve as a solid foundation for introducing the new concepts of polysemy and anglicism.

2. Problem Situation 1: The teacher can present the following riddle to the students: "What has 6 letters, starts with 'a', and ends with 'a', but is not a banana?" This question is intended to arouse the students' curiosity and provide an initial example of polysemy.

3. Contextualization 1: The teacher should mention how polysemy is commonly used in literature, poetry, and music to create wordplay, metaphors, and double meanings. They can mention famous examples, such as the poem "Ou Isto ou Aquilo" by Cecília Meireles, where some words have multiple meanings.

4. Curiosity 1: The teacher can explain the origin of the word "polysemy," which comes from the Greek "polus" (many) and "sema" (meaning). They can explain that, in ancient Greek, many words had various meanings, and that polysemy is still an important feature of many languages, including Portuguese.

5. Problem Situation 2: The teacher can propose a second question: "How many English words do you know that are used in Portuguese but with a different meaning?" This will introduce the concept of anglicism and help contextualize its importance.

6. Contextualization 2: The teacher can explain how the use of anglicisms is common in areas such as technology, science, fashion, and cuisine. They can mention examples of foreign words used in these contexts and ask students to think of more examples.

7. Curiosity 2: The teacher can tell the story of how Portuguese has incorporated words from various languages over the centuries, including Latin, Arabic, French, English, and many others. They can mention that this mix of words from different origins is one of the reasons why Portuguese is such a rich and diverse language.

Development (20 - 25 minutes)

1. Activity 1: Polysemous Word Hunt (10 - 12 minutes):

   • The teacher should prepare a list of polysemous words that are easy for students to understand in advance. Each word should have at least two different meanings.
   • Students will be divided into groups of up to 5 members. Each group will receive a copy of the word list and a marker.
   • The activity consists of students finding the polysemous words on the list and then writing two different sentences, one for each meaning of the word.
   • After completing the activity, each group should share their sentences with the class, explaining the context in which each meaning of the word is applied.
   • This activity aims to practice the identification and use of polysemous words, encouraging understanding of the concept and the ability to apply it in different contexts.

2. Activity 2: Anglicism Treasure Hunt (10 - 12 minutes):

   • The teacher should prepare a series of cards in advance, each with a foreign word used in Portuguese. The words should be from different origins and commonly used. Examples may include: "slogan", "chef", "feedback", "show", etc.
   • Again, students will be divided into groups, and each group will receive a list of clues. Each clue will be associated with a card with a foreign word. Clues can be puzzles, riddles, general knowledge questions, etc.
   • Students, in their respective groups, should solve the clues and find the corresponding cards hidden in the classroom.
   • The goal is for students, upon finding the cards, to identify the foreign word and then discuss in what context they have heard or used that word, and if they knew its original meaning in the language of origin.
   • This activity aims to identify anglicisms in Portuguese, reflect on their use and meaning, and apply the concept of polysemy, as many anglicisms have different meanings from the original in the language of origin.

3. Group Discussion (5 - 7 minutes):

   • After completing the activities, the teacher should facilitate a group discussion so that students can share their experiences, difficulties, and discoveries during the activities.
   • The teacher should guide the discussion by asking questions that stimulate students' reflection on the lesson's topic and the practical application of the concepts learned.
   • This discussion is an opportunity to assess students' level of understanding, clarify doubts, and reinforce the most important concepts.

Return (8 - 10 minutes)

1. Discussion and Reflection (3 - 4 minutes):

   • The teacher should start this stage by promoting a group discussion with all students. Each group will have up to 2 minutes to share their solutions or conclusions from the activities carried out.
   • During the presentations, the teacher should encourage active participation from all students, asking questions to stimulate reflection and deepen understanding of the topic.
   • The teacher should be attentive to correct any misunderstandings and reinforce the key points of the lesson.

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

   • After the presentations, the teacher should provide a brief recap of the activities, highlighting how they connect to the theory presented at the beginning of the lesson.
   • For example, the teacher can review some examples of polysemous words and anglicisms discussed during the activities, explaining again how context can influence the meaning of a word and how words from other languages are incorporated into Portuguese.
   • The goal of this stage is to consolidate learning, reinforcing theoretical concepts through practical examples.

3. Individual Reflection (2 - 3 minutes):

   • Finally, the teacher should suggest that students reflect individually on what they learned during the lesson.
   • To facilitate reflection, the teacher can ask guiding questions, such as: "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 and then will be invited to share their answers with the class.
   • This stage is important for students to internalize the knowledge acquired and identify any areas where they may still have doubts or difficulties.

4. Closure (1 minute):

   • At the end of the lesson, the teacher should thank the students for their participation, encourage them to continue studying the subject, and reaffirm availability to clarify any doubts that may arise.
   • The teacher can also give a brief preview of what will be covered in the next lesson to maintain students' interest and prepare them for the next topic.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes):

   • The teacher should start the Conclusion with a brief summary of the main topics covered during the lesson. This includes the definition of polysemy and anglicism, the importance of context in determining the meaning of a word, and how Portuguese has incorporated words from various languages over time.
   • The teacher can recall the examples discussed during the activities, highlighting how polysemy and anglicisms are used in different contexts and how they enrich the Portuguese language.
   • This summary serves to consolidate learning, reinforce the most important concepts, and help students retain them in memory.

2. Theory-Practice Connection (1 - 2 minutes):

   • Next, the teacher should explain how the lesson connected theory and practice. For example, they can review the activities carried out and how they allowed students to apply the theoretical concepts of polysemy and anglicism in a practical and meaningful way.
   • The teacher can also highlight how the ability to identify and understand polysemous words and anglicisms is useful not only in the study of the Portuguese language but also in everyday situations, such as reading texts, oral and written communication, and understanding different cultures.

3. Extra Materials (1 - 2 minutes):

   • The teacher should then suggest some extra materials for students who wish to deepen their knowledge on the subject. This may include books, websites, videos, apps, among others.
   • For example, the teacher can suggest reading literary texts that use polysemy and anglicisms, exploring online dictionaries that show the different meanings of a word, or researching the origin and use of different anglicisms.
   • These extra materials serve to stimulate students' autonomous study and complement what was learned in the classroom.

4. Relevance of the Subject (1 minute):

   • Finally, the teacher should emphasize the importance of the subject studied for students' daily lives. For example, they can mention how the ability to identify and use polysemous words can improve oral and written communication, and how knowledge of anglicisms can enrich vocabulary and understanding of different cultures.
   • The teacher can also reinforce the relevance of studying the Portuguese language for students' education, highlighting how the ability to express oneself clearly and understand others effectively is fundamental in any area of study or profession.
   • This reaffirmation of the subject's importance serves to motivate students to continue learning and applying what was taught, and to show the relevance of what was learned for life beyond the classroom.