This article presents a didactic sequence based on Classical Functional Linguistics and considering, in addition to grammatical aspects, the discursive-pragmatic aspects of the language in use. The theoretical-methodological contribution is based on perspectives that share reflections on language and its functioning from the functionalist approach in Halliday (1973, 1985) in the works of Casseb-Galvão and Neves (2017), Casseb-Galvão (2006) and Neves (1997), aligned with the didactic proposals presented in the notion of didactic sequence in Dolz and Schneuwly (2004) and in its unfolding for the teaching of Portuguese in Duarte (2015) and Silva (2022). The sequence was carried out, for the most part, with Italian-speaking students of the first year of the university master's degree in Portuguese in 2021, who have proficiency levels in Portuguese from intermediate to advanced (B2/C1)
