Objectives (5 - 7 minutes)

1. Provide students with a clear and concise understanding of the use of the verb 'gustar' and its reflexive form 'gustarse' in the Spanish language.
2. Develop listening and speaking skills in Spanish, allowing students to express their preferences and feelings through the correct use of these verbs.
3. Promote active practice of the Spanish language, encouraging student participation in interactive and fun activities involving the use of the verb 'gustar'.

Secondary Objectives:

• Foster teamwork and collaboration among students during practical activities.
• Stimulate students' confidence in their Spanish communication skills.
• Reinforce vocabulary in Spanish, especially regarding food, hobbies, and daily activities, which will be used in conjunction with the verb 'gustar'.

Introduction (10 - 15 minutes)

1. Review of Previous Content:

   • The teacher starts the lesson by reminding students about the basic structure of verbs in Spanish and the conjugation of regular and irregular verbs.
   • Next, a quick review of vocabulary related to food, hobbies, and daily activities is done, which will be used in conjunction with the verb 'gustar'.

2. Problem Situations:

   • The teacher presents two problematic situations involving the use of the verb 'gustar':
     1. The first situation involves students' confusion when trying to express their preferences and likes in Spanish, using the verb incorrectly.
     2. The second situation involves students' difficulty in understanding Spanish sentences that use the reflexive form of the verb 'gustar' (gustarse).

3. Contextualization:

   • The teacher highlights the importance of the verb 'gustar' in the Spanish language, explaining that it is widely used to express likes and preferences, and that its correct usage is essential for effective communication in Spanish.
   • To contextualize the use of the verb, the teacher presents examples of everyday situations where the verb 'gustar' is commonly used, such as talking about favorite foods, hobbies, and activities one enjoys.

4. Engaging Students' Attention:

   • The teacher introduces the lesson topic by sharing an interesting fact about the verb 'gustar'. For example, mentioning that unlike other verbs, the verb 'gustar' is used in an inverted way in Spanish, with the liked object becoming the subject of the sentence.
   • Another way to capture students' attention is by presenting a linguistic challenge. The teacher can write a sentence in Spanish that uses the reflexive form of the verb 'gustar' and ask students to try to translate it into Portuguese. For example: 'Me gusta mucho el libro' (I really like the book).

Development (20 - 25 minutes)

1. Role-Playing Activity: 'Gustar Café, Gustarse la Música'

   • Description: The teacher proposes a role-playing activity where students will be divided into groups of 3 to 4 people. Each group will receive a different scenario involving the use of the verb 'gustar'. Scenarios may include situations like: in a café, in a record store, in a restaurant, etc.
   • Step by step:
     1. The teacher hands out the scenarios and explains the instructions.
     2. Students, in their respective groups, prepare a short conversation in Spanish based on the provided scenario, using the verb 'gustar' and its reflexive 'gustarse'.
     3. Each group presents their conversation to the class.
     4. After all presentations, the teacher provides feedback and clarifies any doubts that may have arisen.
   • Objective: This activity aims to allow students to practice the use of the verb 'gustar' in a realistic and meaningful context. Additionally, it promotes interaction and collaboration among students as they work together to create and present their conversations.

2. Writing and Drawing Activity: 'Mi Gusto en un Dibujo'

   • Description: The teacher asks students to individually draw one of their favorite foods, one of their hobbies, and an activity they enjoy doing daily. After drawing, they must write a sentence in Spanish about the drawing, using the verb 'gustar' and its reflexive 'gustarse'.
   • Step by step:
     1. The teacher distributes paper and colored pencils to the students.
     2. Students individually draw and write their sentences.
     3. Upon completion, students share their drawings and sentences with the class, explaining what they drew and why they like it.
     4. The teacher provides feedback on the sentences and clarifies any doubts that may have arisen.
   • Objective: This activity aims to allow students to practice writing and the use of the verb 'gustar' in a personal and meaningful context. Additionally, the drawing component makes the activity more playful and enjoyable for students.

3. Listening and Speaking Activity: 'Gustar y Gustarse en Acción'

   • Description: The teacher presents students with a short video in Spanish containing several sentences using the verb 'gustar' and the reflexive 'gustarse'. After watching the video, students, in their respective groups, should discuss what they understood and present their conclusions to the class.
   • Step by step:
     1. The teacher prepares in advance a short video in Spanish containing several sentences using the verb 'gustar' and the reflexive 'gustarse'.
     2. Students, in their respective groups, watch the video and discuss what they understood.
     3. Each group presents their conclusions to the class.
     4. The teacher provides feedback and clarifies any doubts that may have arisen.
   • Objective: This activity aims to develop students' listening and speaking skills in Spanish, as well as reinforce the use of the verb 'gustar' and its reflexive 'gustarse'.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • Description: The teacher facilitates a group discussion about the solutions or conclusions reached by each team during the activities. The focus is to allow students to share their learning experiences and understand different perspectives on the use of the verb 'gustar' and its reflexive 'gustarse'.
   • Step by step:
     1. The teacher invites each group to briefly share their solutions or conclusions.
     2. Other groups are encouraged to ask questions or provide constructive feedback.
     3. The teacher facilitates the discussion by asking targeted questions to ensure that key concepts have been understood.

2. Connection with Theory (2 - 3 minutes)

   • Description: The teacher reviews the main theoretical concepts covered during the lesson, connecting them with the solutions found by students during practical activities.
   • Step by step:
     1. The teacher briefly reviews the main theoretical concepts, emphasizing the importance of the verb 'gustar' and its reflexive 'gustarse' in Spanish communication.
     2. Next, the teacher connects theory with practice, explaining how the activities carried out helped solidify the understanding of these concepts.
     3. The teacher asks students to share their reflections on how theory helped solve the problems presented in the activities.

3. Final Reflection (3 - 4 minutes)

   • Description: The teacher suggests that students reflect individually on what they learned during the lesson and what they still do not fully understand. They should think of answers to questions like: 'What was the most important concept learned today?' and 'What questions have not been answered yet?'.
   • Step by step:
     1. The teacher presents the reflection questions and gives a minute for students to think about their answers.
     2. After the given time, the teacher invites students to share their reflections with the class, if they wish.
     3. The teacher thanks everyone for their participation and concludes the lesson, promising to address unanswered questions in the next class.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes)

   • The teacher summarizes the main points covered during the lesson, reinforcing the correct use of the verb 'gustar' and its reflexive 'gustarse'. He highlights the importance of understanding the inverted structure of the verb, where the liked object becomes the subject of the sentence.
   • Additionally, the teacher reiterates the importance of context in choosing the reflexive pronoun, 'me gusta' (I like) or 'me gusto' (I like myself).

2. Connection between Theory and Practice (1 - 2 minutes)

   • The teacher emphasizes how practical activities, such as role-playing and the writing and drawing activity, helped solidify the presented theory.
   • He highlights how practice in real and meaningful situations helps students internalize the use of the verb 'gustar' and its reflexive 'gustarse'.

3. Extra Materials (1 minute)

   • The teacher suggests extra materials for students who wish to deepen their understanding of the use of the verb 'gustar' and its reflexive 'gustarse'.
   • These materials may include explanatory videos, online exercises, Spanish songs that use the verb 'gustar' and its reflexive, among others.

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

   • Finally, the teacher emphasizes the importance of the verb 'gustar' in everyday life, both for communication in Spanish and for understanding sentences and texts.
   • He reinforces that by mastering the use of this verb, students will be able to express their preferences and likes clearly and precisely, expanding their communication skills in the Spanish language.