Contextualization

In this learning phase, it is essential for us to understand the formation of words and the structure they possess. Portuguese, like most languages, builds its vocabulary richness through word formation processes that help it grow, evolve, and adapt to the speakers' needs.

There are mainly two word formation processes: derivation and composition. Derivation occurs when a word is formed from the alteration of another. Composition, on the other hand, is when a new word is formed by joining two or more words. Each of these processes has characteristics and subclasses that differentiate them.

Importance of the Topic

Word formation is an integral part of the study of Portuguese grammar. It allows us to better understand how words are formed and how they relate to each other, which is essential for the development of language skills, such as reading and writing.

Furthermore, understanding the structure and formation of words favors the development of vocabulary, improving communication skills. This knowledge can be applied in areas such as creative writing, debate, and public speaking, as well as in reading and text interpretation.

Practical Activity

Activity Title: "Word Formers"

Project Objective:

Create a word bank formed through derivation and composition processes, and a didactic game using these words.

Detailed Project Description:

This project aims to lead students to explore the word formation process in languages, identifying distinct patterns in these processes. Students will create a word bank formed through derivation and composition in groups of 3 to 5 students. From this word bank, groups will create a playful and creative game to be played in the classroom to test everyone's knowledge on the subject.

Required Materials:

• Notebook for notes;
• Books, dictionary, internet for research;
• Office supplies (paper, pen, highlighters);
• Presentation software (PowerPoint, Prezi, etc.) or cardboard for presentation.

Detailed Step-by-Step for Activity Execution:

1. Group Formation: Students will be divided into groups of 3 to 5 to collaborate on all parts of the project.

2. Research: Each group will research examples of words formed by derivation and composition. This research should be documented in a notebook, indicating the original word, the derived or compound word, and the type of process used.

3. Creation of the word bank: with the list of words, each group will create a word bank, organizing them according to the type of word formation process (derivation or composition).

4. Game Creation: each group will use the created word bank to develop a playful game that allows all students to test their knowledge on the subject. The game can be a quiz, a memory game, a board game, among other possibilities. The game should allow players to identify the type of word formation process (derivation or composition) used in the words of the game.

5. Presentation: each group will present their game in the classroom, explaining its rules and playing a round with the other students.

Project Deliverables:

At the end of the project, the group must deliver:

1. Word Bank: document with the words collected in the research, organized by type of word formation process;

2. Didactic Game: the physical or digital game created by the students;

3. Final Report: document containing a detailed description of the project, with the following topics:

Introduction:

At the beginning of the report, the group must contextualize the theme, demonstrating the relevance and application of word formation processes in the real world, and specifying the project's objective.

Development:

In this part, the group must explain the theory about word formation processes, describe the activity carried out in detail, indicate the methodology used, and present the results obtained.

Conclusions:

Next, the group must conclude the work, reviewing its main points, explaining the learnings obtained, and the conclusions about the project.

Bibliography:

Finally, the group must indicate the sources they relied on to work on the project such as books, web pages, videos, etc.

The conclusion of the report should indicate how theory connects with practice and the learnings obtained. Similarly, it should describe the result of the developed game and the experience of playing it in the classroom.