Objectives (5 - 10 minutes)

1. Introduce students to the concept of object pronouns in the English language and explain their function in place of an object in a sentence.

2. Teach students the object pronouns in English, including the personal pronouns and possessive pronouns suitable for their age group.

3. Provide students with the opportunity to practice identifying and using object pronouns in simple sentences through interactive activities in the classroom and at home (if applicable).

Secondary Objectives:

• Develop students' listening and comprehension skills in English through listening activities.
• Encourage collaboration and teamwork among students through group activities.
• Promote active participation of students in the class, encouraging them to ask questions and share their answers and opinions.

Introduction (10 - 15 minutes)

1. Reviewing Content: The teacher starts the lesson by briefly reviewing personal pronouns in English (I, you, he, she, it, we, they) and possessive pronouns (my, your, his, her, its, our, their). To do this, he can use posters, flashcards, or ask students directly to respond in unison or individually.

2. Problem Situations: The teacher proposes two problem situations to engage students:

   • First situation: "Imagine you are playing with your best friend in the park. You have a ball and want to call your friend to play. How can you do this without repeating your friend's name many times?"
   • Second situation: "Now imagine you want to tell your mom that you saw a bird in the backyard, but she is busy in the kitchen. How can you get her attention without repeating her name many times?"

3. Contextualization: The teacher explains that object pronouns are widely used in English to avoid unnecessary repetitions and make communication more fluent and natural. He can give some simple examples of using object pronouns in everyday life, such as "I love you" and "She is my sister. I love her."

4. Capturing Students' Attention: The teacher presents the importance and relevance of the topic with two curiosities or interesting facts:

   • First curiosity: "Did you know that in some languages, like Japanese, it is considered rude to use the name of the person you are talking to? In these cases, pronouns are used more frequently."
   • Second curiosity: "And in some indigenous cultures in Brazil, like the Yanomami, people's names are a secret and cannot be spoken. In these cases, pronouns are used all the time."

5. Introduction of the Topic: The teacher introduces the topic of the lesson: "Today, we are going to learn about object pronouns in English. They are very important because they help us speak without repeating words all the time. Let's see how they work and how to use them correctly!"

The teacher should ensure that all students are engaged and attentive during the introduction, asking questions, encouraging participation, and showing enthusiasm for the topic. He can also ask students to think of some examples of using object pronouns before starting a more in-depth explanation.

Development (20 - 25 minutes)

1. Theoretical Explanation (10 - 12 minutes):

   The teacher should explain the concept of object pronouns in English clearly and objectively. To facilitate understanding, he can use visual examples, such as pictures or objects, and ask students questions to check comprehension. The teacher should then:

   • Review the personal and possessive pronouns that were introduced earlier.
   • Present the object pronouns in English: me, you, him, her, it, us, them.
   • Explain that these pronouns are used when the pronoun acts as the object of the sentence, that is, when something happens to the pronoun.
   • Give simple examples of sentences with object pronouns, such as: "He helps me," "She gives it to me."

2. Matching Activity (5 - 7 minutes):

   To consolidate learning, the teacher organizes a matching activity in which students must match object pronouns with the corresponding personal or possessive pronouns. For this, the teacher can prepare cards with the pronouns and ask students to place the correct cards in front of the corresponding pronouns written on the board or on a piece of paper.

   Example of a question the teacher can ask: "Who can help me place the 'me' card in front of the personal pronoun 'I'?"

3. Charades Game (5 - 6 minutes):

   To make learning more playful, the teacher can propose a charades game. He will write some sentences on the board that students will have to act out with gestures. The challenge is that students cannot speak the words, only mime. The rest of the class will have to guess which object pronoun is being represented.

   Example sentence: "I see you." The chosen student can make gestures of looking at someone and then point to the student who is guessing.

4. Writing Activity (5 - 7 minutes):

   The teacher proposes a writing activity in which students must create their own sentences using object pronouns. To facilitate the task, the teacher can provide a list of infinitive verbs (such as give, see, help, love) and students must choose a verb and create a sentence with the appropriate object pronoun. The teacher circulates around the room, assisting students and correcting any errors.

At the end of the development, the teacher should briefly review what was learned, highlighting the most important points and addressing any doubts. He should ensure that all students have understood the concept of object pronouns and feel confident to use them.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes):

   The teacher should gather all students in a large circle and propose a group discussion about the solutions and discoveries each team made during the activities. He can ask open-ended questions like "Who can share a sentence they created with an object pronoun?" or "How did you manage to guess the object pronoun in the charades?"

   During the discussion, the teacher should reinforce the concepts learned and correct any misunderstandings gently and constructively. He should also praise the efforts and achievements of the students, encouraging everyone to participate.

2. Connection with Theory (3 - 4 minutes):

   After the discussion, the teacher should revisit the theory presented at the beginning of the lesson and make connections with the activities carried out. He can say, "Did you see how we used object pronouns in the sentences you created? Could you identify the object pronouns in the sentences I wrote on the board?" The goal is to help students realize the practical application of what they learned and consolidate the knowledge acquired.

3. Individual Reflection (2 - 3 minutes):

   To conclude the lesson, the teacher suggests that students engage in individual reflection on what they have learned. He can ask two simple questions to guide this reflection:

   • First question: "What was the biggest discovery you made today about object pronouns in English?"
   • Second question: "How can you use what you learned today in your daily life, whether at school or at home?"

4. Sharing Reflections (2 - 3 minutes):

   The teacher should invite some students to share their reflections with the class. He can say, "Who would like to share the biggest discovery they made today? Who wants to talk about how they can use what they learned in their daily life?" The goal is to promote reflection, oral expression, and active listening, fundamental skills for students' learning and development.

During the return, the teacher should maintain an atmosphere of respect and appreciation for each student's opinions and experiences. He should encourage self-discipline and self-regulation, helping students become autonomous and responsible learners.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes):

   At the end of the lesson, the teacher should give a brief summary of the main points covered. He can say, "Today we learned about object pronouns in English. Do you remember the object pronouns we studied? Me, you, him, her, it, us, them. These pronouns are used when the pronoun acts as the object of the sentence. We also saw how to use them correctly in different situations."

   The teacher should review the activities carried out and the importance of each one for understanding the content. He can ask review questions to check students' understanding, such as "Who can tell me an object pronoun we use when talking about ourselves?" or "What is the object pronoun we use to talk about a girl?"

2. Connecting Theory with Practice (1 - 2 minutes):

   The teacher should emphasize the practical application of what was learned, saying, "Did you see how we used object pronouns in the sentences you created? They help us speak more fluently and naturally, avoiding unnecessary repetitions. Now, when you are speaking in English, you can use object pronouns correctly."

3. Extra Materials (1 minute):

   The teacher can suggest some extra materials for students who wish to deepen their knowledge on the subject. He can recommend English books for children, educational websites with interactive grammar games, or language learning apps.

   For example, he can say, "If you want to practice object pronouns more, you can play 'Fun English' or 'ABC English' at home. These are mobile apps with English activities for children."

4. Importance of the Subject (1 minute):

   Finally, the teacher should reinforce the importance of the subject for students' daily lives. He can say, "Object pronouns are very useful in our daily lives. They help us express ourselves better and understand what others are saying. When we speak or write in English, object pronouns allow us to communicate our ideas more clearly and efficiently."

   He can also highlight that learning English opens doors to the world, allowing students to communicate with people from different cultures and access a wealth of information and opportunities.

At the end of the lesson, the teacher should ensure that all students have understood the concepts presented and feel confident to use object pronouns in their English conversations and activities. He should encourage students to explore the subject further on their own and to continue practicing what they have learned.