Contextualization

In the study of Portuguese language, learning about impersonal sentences is crucial, as this type of sentence is present in several situations in everyday life. In general, these sentences are formed by verbs that do not need a subject to make sense, such as verbs that indicate natural phenomena (it rained, it dawned).

Furthermore, impersonal sentences can be found in verbs that indicate time or distance, such as faz, é, são, foram, está, há (“Há muitos anos que não nos vemos”) and also in verbs that indicate existence or inexistence, such as haver and existir (“Há várias opções de sorvete”).

Impersonal sentences play an important role in the economy of language, allowing ideas to be expressed more succinctly and directly. They are widely used in everyday situations, from informal conversations to more complex textual productions. Embracing this idea is the first step towards getting comfortable with this aspect of grammar.

Introduction

The impersonal sentence, or absolute sentence, is a very particular syntactic structure. It is composed only by the predicate, since the subject, an essential element in other types of sentences, is absent. In Portuguese language, this happens when the verb does not require a subject for the action to be understood.

Understanding this concept is fundamental for the correct interpretation and production of texts. Many verbal agreement errors, for example, occur due to ignorance of the existence of impersonal sentences. Therefore, mastering this subject contributes to improving your language skills and avoiding misunderstandings.

Therefore, we are offering the opportunity not only to understand the theory behind this topic, but also to put this knowledge into practice, exploring several examples and scenarios where these verbs are commonly used.

Practical Activity: "Drama of Impersonal Sentences"

Project Goal: Understand and identify impersonal sentences in the Portuguese language and apply this knowledge in practical situations.

Detailed project description: Students will create and present a short play, in which the main theme will be the use of "Impersonal Sentences". The group must create a creative script that can both teach and enchant. To do so, they must use several examples of impersonal sentences, contextualize them, and present them in the form of dialogue, monologue, or narration within the play.

Materials needed:

• Paper and pen to create the script;
• Space for rehearsal and presentation;
• Scenery and costume materials (optional).

Step-by-step detailed instructions for the activity:

1. Formation of groups with 3 to 5 members.

2. Review of the concept of "Impersonal Sentence", using the resources suggested in the introduction and other materials the group deems necessary.

3. Development of the plot of the play, which should contain the explanation of the concept and examples of impersonal sentences.

4. Scripting of the play.

5. Role assignment and rehearsals.

6. Presentation of the play - recommended to be 10 to 15 minutes long - to the class.

7. Creation of the report on the project.

Project Deliverables: The project's conclusion involves the presentation of the play and the delivery of a written report, which will be written as a group. The report should address the following topics:

1. Introduction: Contextualization of the project, its importance and goals. Description of the topic "Impersonal Sentence" and its relevance in the Portuguese language.

2. Development: Detailed explanation of the project, strategies adopted by the group, challenges encountered and how they were overcome, and the methodology that was used to create a play about impersonal sentences. Additionally, the group should present and discuss how the project helped them understand the concept of impersonal sentences.

3. Conclusion: The group's reflection on the project, what they learned, what they took away from the project, and how it contributed to their understanding of the use of impersonal sentences.

4. Bibliography: Indication of the sources of information used for the project, such as books, websites or videos.

The written report should be submitted one week after the presentation of the play. This way, the group has enough time to reflect on the experience, discuss the challenges and achievements, and prepare a quality report.