Objectives (5 - 10 minutes)

1. Understanding Object Pronouns: The main objective of this lesson is for students to be able to understand and identify object pronouns in simple English sentences. They should be able to recognize pronouns such as 'me', 'you', 'him', 'her', 'it', 'us', and 'them' and understand that these pronouns are used to replace names or groups of names that are the direct or indirect object of an action.

2. Identifying Object Pronouns in Context: Students should be able to identify object pronouns in real contexts. They should understand how and why object pronouns are used in everyday situations.

3. Application of Object Pronouns: Finally, students should be able to apply their knowledge of object pronouns in their own speech and writing productions. They should be able to use object pronouns correctly in appropriate contexts.

Introduction (10 - 15 minutes)

1. Review of Subject Pronouns: The teacher starts the lesson by reminding students about subject pronouns, which are the pronouns used to identify who or what performs the action of a verb. The teacher should write some examples on the board, such as 'I', 'you', 'he', 'she', 'it', 'we', and 'they', and ask students to identify and use them in simple sentences.

2. Problem-Solving Scenarios: The teacher then presents two problem-solving scenarios to introduce the topic of object pronouns. First, the teacher can say: 'Imagine you are playing with your friend in the park and you want to tell him that you saw a beautiful bird. How can you say this without repeating your friend's name?'. Then, the teacher can say: 'Now, imagine you are reading a book and want to tell someone what happened in the story. How can you do this without repeating the names of the characters?'.

3. Contextualization: The teacher explains that, just like in Portuguese, we use pronouns to refer to people or things in a simpler way. The teacher can give examples of everyday situations to contextualize the use of object pronouns, such as: 'When we go to the market, we buy many things. I put them in the bag.' or 'I saw the dog. It saw me too.'

4. Introduction of the Topic: The teacher then introduces the topic of the lesson: object pronouns. He explains that object pronouns are used to refer to people or things that receive the action of the verb. To facilitate understanding, the teacher can give some simple examples, such as: 'I saw the ball. I saw it' or 'John gave me a present. He gave me a present.'

5. Fun Facts: To spark students' curiosity, the teacher can mention that in English, object pronouns change depending on who or what is receiving the action of the verb. For example, instead of saying 'I saw the ball. I saw it', in English we say 'I saw the ball. I saw it.' The teacher can also mention that in English we use 'me' and 'you' to refer to ourselves, and that in some specific situations, such as when we are talking about actions we did to ourselves, we use 'myself' and 'yourself'.

Development (20 - 25 minutes)

Activity 1: 'I Spy with My Little Eye' (10 - 15 minutes)

1. Preparation: The teacher divides the class into small groups and gives each group a set of image cards containing common everyday objects, such as a book, an apple, a house, a sun, etc.

2. Game Rules: The teacher then explains that each group will receive a card with a short sentence describing the location of a particular object in the classroom. The goal of the game is to find the object described on the card.

3. Game Procedure: The students, in turn, pick a card and read the sentence aloud to the class. The groups then start looking for the described object in the classroom. When a group finds the object, they must use an object pronoun to describe what they found. For example, 'I saw the apple. I saw it.'

4. Verification: The group that found the object must present the card to the class to confirm they found the correct object. If they are correct, they keep the card. The game continues until all objects have been found by different groups.

5. Discussion of Answers: After the game, the teacher leads a discussion with the class about the sentences used by the groups to describe the objects they found. The teacher emphasizes the use of object pronouns in English and how they are used to replace names or groups of names that are the object of an action.

Activity 2: 'Pass the Ball' (10 - 15 minutes)

1. Preparation: The teacher forms a circle with the students and gives a ball to one of the students.

2. Game Rules: The teacher explains that the goal of the game is to pass the ball to a classmate using an object pronoun correctly in a sentence.

3. Game Procedure: The student with the ball starts by saying a sentence about an action they did. For example, 'I threw the ball. I threw it.' Then, they pass the ball to another student, saying the student's name and the object pronoun correctly in the sentence. For example, 'Maria, you read the book. You read it.'

4. Verification: If the student who receives the ball uses the object pronoun correctly in their sentence, they can continue the game by passing the ball to another student. If they make a mistake, the game restarts with the previous student.

5. Discussion of Answers: After the game, the teacher discusses with the class the sentences used by the students and the object pronouns correctly applied. The teacher can also correct any errors that were made during the game.

The teacher can choose one or both activities, depending on the available time and the dynamics of the class. Both activities are designed to be fun and engaging, encouraging students to practice using object pronouns in a meaningful context.

Feedback (10 - 15 minutes)

1. Group Discussion: The teacher gathers all students in a large circle and initiates a group discussion. He can start by asking: 'Who can tell me what we learned today about object pronouns?'. Students are encouraged to share their answers and ideas. The teacher should ensure that all students have the opportunity to speak and that all answers are valued.

2. Connection to Theory: The teacher then connects the discussion with the practical activities that were carried out. He can ask: 'How did the activities 'I Spy with My Little Eye' and 'Pass the Ball' help us better understand object pronouns?'. Students can share their experiences and how the activities helped them understand and apply the theory of object pronouns.

3. Review of Learned Content: The teacher quickly reviews object pronouns, highlighting the most important points. He can ask students to repeat the rules or key concepts aloud to reinforce learning. For example, the teacher can say: 'Remember, we use 'me', 'you', 'him', 'her', 'it', 'us', and 'them' to refer to people or things that receive the action of the verb'.

4. Reflection on Learning: The teacher concludes the lesson by asking students to reflect on what they have learned. He can ask two simple questions to facilitate reflection. The first question could be: 'What was the most interesting or fun thing you learned about object pronouns today?'. The second question could be: 'How can you use what you learned today in everyday situations?'.

5. Student Feedback: The teacher ends the lesson by requesting feedback from the students. He can ask: 'What did you think of today's lesson? What can we do to make the next lessons even better?'. Students are encouraged to share their opinions and suggestions for improvements.

6. Learning Record: The teacher records the main conclusions and feedback from students on a piece of paper or in an electronic document for future reference. He can use these records to adapt future lessons and ensure that learning objectives are effectively achieved.

Feedback is a crucial part of the lesson, as it helps consolidate students' learning, value their contributions, and improve teaching quality.

Conclusion (5 - 10 minutes)

1. Summary and Recap: The teacher concludes the lesson by summarizing the main points covered. He recaps the definition of object pronouns and their importance in replacing names or groups of names that are the object of an action. The teacher reinforces that in English, object pronouns change depending on the subject of the sentence and that the correct use of these pronouns helps make communication clearer and more concise.

2. Connection between Theory and Practice: The teacher emphasizes how the lesson connected the theory of object pronouns with practice. He highlights how the activities 'I Spy with My Little Eye' and 'Pass the Ball' provided students with the opportunity to apply their knowledge in a meaningful way. The teacher also mentions how the group discussion and final reflection helped consolidate students' learning.

3. Extra Materials: The teacher suggests some additional materials for students who want to deepen their understanding of object pronouns. He can recommend English books for children with activities related to the topic, educational websites with interactive games, or short videos that explain the concept in a fun and engaging way.

4. Practical Application: The teacher encourages students to practice what they have learned at home. He can suggest that students create short stories or dialogues using object pronouns, or pay attention to the use of object pronouns in English movies or TV shows. The teacher emphasizes that regular practice is key to consolidating learning.

5. Importance of the Subject: Finally, the teacher explains the importance of object pronouns for communication in English. He highlights that by using object pronouns correctly, students will be able to express themselves more effectively and efficiently. Additionally, the teacher mentions that knowledge of object pronouns is essential for understanding texts and conversations in English, which often use them.

6. Closure: The teacher concludes the lesson by thanking all students for their active participation and reinforcing that understanding object pronouns is an important step towards becoming more confident and competent English speakers. He also reminds students that they can always ask questions and seek help if they have doubts.