Context

The Portuguese language, like any other language, is a complex communication tool. It has a rich and varied grammar, and one of its most interesting aspects is verbs. Verbs are the backbone of any sentence, showing the action that takes place. They are also very flexible, changing form to show who is performing the action and when the action is taking place.

In this project, we will explore verbs in detail, especially verb tenses and verbal agreement. We will understand the difference between present, past, and future in the indicative mood, and learn to correctly agree verbs with personal pronouns and subject names of the sentence. These are fundamental concepts for expressing oneself correctly in Portuguese and are very useful skills in everyday communication.

Verbs are essential in communication, whether in daily life, work environments, study, among others. They allow us to express actions, states, and phenomena, and place them in time, allowing us to tell stories, make plans, give and receive instructions, and much more. Therefore, mastering their use is of utmost importance.

Furthermore, this skill is transversal to many disciplines beyond Portuguese. In History, for example, it is essential to understand verb tenses to comprehend the unfolding of events. In Mathematics, the understanding of written problems often depends on the understanding of the verbs used.

Practical Activity: 'The Journey of Verbs'

Project Objectives

1. Deepen the understanding of verb tenses (present, past, and future) in the indicative mood.
2. Practice verb inflection in agreement with personal pronouns/subject names of the sentence.
3. Develop research, communication, and teamwork skills.

Project Description

In this project, we propose a playful and interdisciplinary approach: the creation of a verb-based board game called 'The Journey of Verbs.' The game will be created to help reinforce the concepts of verb tenses and verbal agreement. Students will be divided into groups of 3 to 5 members, and the project should last about twelve hours over several weeks.

Required Materials

1. Cardboard or cardboard to make the board.
2. Cardboard paper to make the cards.
3. Colored pens, colored pencils, or markers.
4. Dice.
5. Pieces to indicate the players' positions on the board (they can be small objects, such as buttons, coins, etc.)

Step by Step

1. Research: The first step is to research and thoroughly understand the concepts of verb tenses and verbal agreement. Use the resources suggested in the introduction to guide your study.

2. Game Planning: The game board will have spaces representing present, past, and future, and players will advance as they roll the dice. Plan together how the path on the board will be and what kind of questions or challenges will be presented.

3. Card Creation: At each space on the board, players will draw a card with a statement or challenge related to verbs. You must create these cards. The cards can bring multiple-choice questions, fill-in-the-blank, verbal agreement, among other possibilities. They should refer to verbs in the present, past, and future.

4. Board Elaboration: After defining how the game will work, the next step is to make the board and the cards. Use creativity to make the game visually appealing.

5. Game Testing: After completing the game, each group must test the game to verify if all rules make sense and if the questions/challenges are clear and correct.

6. Game Presentation: Finally, each group will present the game to the class and the teacher, explaining how it works and playing a demonstrative round.

Project Deliverables

In addition to the crafted game, each group must deliver a written document following the structure of a report that includes:

1. Introduction: Where they should contextualize the theme of verbs, their relevance and application in the real world, and the project's objective.

2. Development: Which should explain the theory behind verbs, detail the activity carried out, indicate the methodology used, and finally present and discuss the results obtained.

3. Conclusion: Here, students should revisit their main points, explaining the learnings obtained and the conclusions drawn from the project.

4. Bibliography: Indicate the sources they relied on to work on the project, such as books, web pages, videos, etc.

The report serves as a record of the work done, complementing the practical activity and allowing for a reflection on the learnings obtained during the project.