Objectives (5 - 7 minutes)

1. Understand the use and importance of definite (el, la, los, las) and indefinite articles (un, una, unos, unas) in the Spanish language, both singular and plural.

   • Students should correctly recognize and identify definite and indefinite articles in example sentences and texts.

2. Differentiate the use of contractions (al, del) from definite articles in the Spanish language, understanding the context in which they are used and the pronunciation and spelling changes that occur.

   • Students should be able to explain when and how to use the contractions (al, del) and why they are used, as well as recognize them in texts and sentences.

3. Understand the concept of the neutral article (lo) and its specific use in the Spanish language.

   • Students should be able to explain what a neutral article is and when to use it, as well as identify it in example sentences and texts.

Secondary objectives:

• Develop Spanish reading and comprehension skills, since the identification and understanding of articles are fundamental to the general comprehension of the language.

• Reinforce the importance of grammar and correct sentence structuring for effective communication in Spanish.

Introduction (8 - 10 minutes)

1. Review of previous content: The teacher will begin the class by reminding students about basic Spanish concepts, such as nouns and their classifications (masculine, feminine, singular, and plural). This is essential so that students can understand the importance and use of articles in the Spanish language. (2 - 3 minutes)

2. Problem situations: The teacher will present everyday situations in which the correct use of articles can make a difference in communication. For example, when ordering a dish at a restaurant, the absence or incorrect use of an article can lead to misunderstandings. Another situation could be reading a book or news article in Spanish, in which identifying the articles is essential for understanding the text. (2 - 3 minutes)

3. Contextualization: The teacher will explain the importance of articles in the Spanish language, emphasizing that they are used very frequently, and that their correct use is one of the first things that a Spanish speaker needs to master in order to be understood. In addition, the teacher can mention that, as in other languages, articles in Spanish can also change the meaning of a sentence. (2 - 3 minutes)

4. Getting students' attention: To arouse students' interest, the teacher can share some curiosities about the use of articles in Spanish. For example, the fact that unlike English, Spanish has a neutral article ("lo"), which is used in a very specific way that can be difficult for English speakers to understand. Another curiosity is the existence of the contractions "al" and "del" in Spanish, which can be confusing for those who are learning the language. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Theory: Definite and Indefinite Articles (8 - 10 minutes)

   1. Definite Articles: The teacher will explain that definite articles ("el", "la", "los", "las") are used to refer to something in a specific way. They agree in gender and number with the noun they accompany. The teacher should provide several examples and ask students to repeat them aloud to practice pronunciation.

   2. Indefinite Articles: The teacher will explain that indefinite articles ("un", "una", "unos", "unas") are used to refer to something in a non-specific way. They also agree in gender and number with the noun they accompany. The teacher should provide several examples and ask students to repeat them aloud to practice pronunciation.

2. Theory: Contractions "al" and "del" (6 - 8 minutes)

   1. The teacher will explain that in Spanish, the articles "a" and "de" contract with the prepositions "a" and "de", respectively, forming the contractions "al" and "del". For example, "a el" becomes "al" and "de el" becomes "del".

   2. The teacher should emphasize that these contractions are not optional, but rather mandatory in Spanish. Therefore, students should get used to using them correctly.

   3. The teacher should provide several examples and ask students to repeat them aloud to practice pronunciation.

3. Theory: Neutral Article "lo" (6 - 7 minutes)

   1. The teacher will explain that the neutral article "lo" is used to transform adjectives and some verbs into nouns.

   2. The teacher should provide several examples and ask students to repeat them aloud to practice pronunciation.

4. Practice: Identification and Use Exercises (5 - 7 minutes)

   1. The teacher will provide students with a list of sentences in Spanish that contain definite articles, indefinite articles, contractions, and the neutral article. Students must identify the type of article in each sentence and explain why they chose that option.

   2. Then, students must rewrite the sentences, replacing the article with another type of article. For example, if the original sentence contains a definite article, students must rewrite it using an indefinite article.

   3. The teacher should correct the exercises in class, providing explanations and clarifications as needed.

This development will allow students to not only understand the theory behind the use of articles, but also practice applying these concepts through exercises. In addition, practicing the pronunciation of articles in Spanish will help students improve their speaking skills.

Feedback (8 - 10 minutes)

1. Group discussion (3 - 4 minutes)

   • The teacher should promote a group discussion with students so that they can share their experiences during the class, especially during the practice of the article application exercises.

   • Students should be encouraged to express their difficulties, doubts, and discoveries, allowing the teacher to clarify any misunderstandings and reinforce concepts that were well understood.

2. Connection to theory (2 - 3 minutes)

   • After the discussion, the teacher should make a connection between the practical activities carried out and the theory presented.

   • The teacher can reinforce the importance of articles in the Spanish language and how they affect the structure and meaning of sentences.

   • In addition, the teacher can highlight the relevance of using the articles correctly in communication, whether in speech or in writing.

3. Final reflection (3 - 4 minutes)

   • To conclude the class, the teacher should propose that students reflect for a minute on what they have learned.

   • The teacher can ask directed questions to help students organize their thoughts, such as:

     1. "What was the most important concept you learned today?"
     2. "What questions have not yet been answered?"
     3. "How can you apply what you learned today in practice, whether in the classroom or outside of it?"

   • After a minute, students should be invited to share their answers with the class.

   • The teacher should listen carefully to the students' answers and, if necessary, offer feedback or additional clarification.

This feedback is a crucial step for consolidating students' learning and identifying any gaps in knowledge that may exist. In addition, by giving students the opportunity to reflect on what they have learned and how they can apply that knowledge, the teacher is encouraging self-directed learning and the transfer of skills to other situations.

Conclusion (5 - 7 minutes)

1. Summary of content (2 - 3 minutes)

   • The teacher should quickly review the main points covered during the class. This includes the definition and use of definite articles (el, la, los, las) and indefinite articles (un, una, unos, unas), the contractions (al, del) and the neutral article (lo).

   • The teacher should emphasize the importance of each of these elements in the correct structuring of sentences in Spanish and how they affect the meaning of sentences.

2. Connection between theory and practice (1 - 2 minutes)

   • The teacher should reinforce that the class provided a combination of theory and practice. Students had the opportunity to learn about articles and then apply that knowledge through identification and sentence rewriting exercises.

   • The teacher should emphasize that practicing these concepts is essential for understanding and mastering the Spanish language.

3. Additional materials (1 - 2 minutes)

   • The teacher should suggest additional materials for students who wish to deepen their knowledge of the subject. This could include language learning websites, YouTube channels, textbooks, and online exercises.

   • The teacher can also suggest the regular practice of reading Spanish texts, such as news articles, books, and magazines, as an effective way to become familiar with the use of articles in Spanish.

4. Relevance of the subject (1 - 2 minutes)

   • To conclude the class, the teacher should reaffirm the importance of articles in the Spanish language, emphasizing that they are fundamental for effective communication.

   • The teacher can remind students that by mastering the use of articles, they will be one step closer to becoming fluent Spanish speakers.

   • In addition, the teacher can emphasize that the ability to understand and use articles correctly can be useful not only in the classroom, but also in many everyday situations, such as when reading a book, watching a movie, or having a conversation with a native Spanish speaker.