Objectives (5 - 7 minutes)

1. Understand the use of the verb 'Gustar' and its variations, such as 'Me gusta/n' and 'No me gusta/n', in affirmative and negative sentences.
2. Identify and differentiate the use of 'Gustar' in relation to other common feeling verbs in the Spanish language, such as 'Querer' and 'Amor'.
3. Practice the use of the verb 'Gustar' in various contexts, including application in dialogues and everyday situations.

Secondary Objectives:

• Reinforce the understanding of basic grammatical structures of the Spanish language, such as the conjugation of regular and irregular verbs.
• Encourage active student participation through practical and interactive activities, such as games and conversation simulations.
• Promote students' self-confidence in oral and written expression in Spanish.

Introduction (10 - 15 minutes)

1. Review of Previous Content (3 - 5 minutes): The teacher should start the lesson by reminding students of the concepts of regular and irregular verbs in the Spanish language, as well as the basic sentence structures. This will be essential for students to correctly understand the conjugation and use of the verb 'Gustar'.
2. Problem-Solving Situations (5 - 7 minutes): The teacher can present students with two situations involving the use of the verb 'Gustar'. The first one could be the description of a typical Spanish dish and the question '¿Gusta de este plato?' (Do you like this dish?). The second situation may involve the description of a movie or book and the question '¿Gusta de este libro/película?' (Do you like this book/movie?). These questions should be initially asked in Portuguese, so that students understand the context, and then in Spanish, so they can try to respond.
3. Contextualization (2 - 3 minutes): The teacher should explain to students that the verb 'Gustar' is widely used in the Spanish language to express likes and preferences, but its use is different from what they are used to in Portuguese. It can be mentioned that instead of saying 'I like to...' in Spanish, it is said 'Me gusta/n...'.
4. Topic Introduction (2 - 3 minutes): To spark students' interest, the teacher can share curiosities about the verb 'Gustar'. For example, it can be mentioned that, despite appearing as a reflexive verb (because of 'me'), 'Gustar' is actually an indirect transitive verb, as it requires an indirect object (preceded by 'a') to complete its meaning. Another curiosity is that in Spanish, unlike Portuguese, we use the plural of the object, not the verb. For example, 'Me gustan los libros' (I like books) and not 'Me gusta los libros'. These curiosities will help capture students' attention and make the topic more interesting.

Development (20 - 25 minutes)

1. Role-Playing Activity (10 - 12 minutes): The teacher should divide the class into pairs. Each pair will receive a role-playing situation that involves the use of the verb 'Gustar'. For example, a situation could be a dialogue in a restaurant, where one student plays the role of a customer ordering food and the other student plays the role of a waiter responding to the customer's questions. The teacher should provide students with a set of cards with different foods and drinks on one side and the question '¿Te gusta?' on the other side. Students should use the cards to formulate their questions and answers, thus practicing the use of the verb 'Gustar' in a contextualized way.
2. Board Game (7 - 10 minutes): The teacher should prepare a board game where each square represents a situation that requires the use of the verb 'Gustar'. For example, a square may have the image of a book, indicating that the player must say 'Me gusta/n' or 'No me gusta/n' and give a reason for liking or not liking a book they recently read. Another square may have the image of a food, indicating that the player must say whether they like that food or not and why. The game should be played in small groups, with each player rolling a die and moving their marker on the board. The first player to reach the end of the board is the winner.
3. Sentence Creation Activity (3 - 5 minutes): The teacher should provide students with a list of objects and a list of feeling verbs, including 'Gustar', 'Querer', and 'Amor'. Students should choose an object and a feeling verb and use the feeling verb to create a complete sentence in Spanish. For example, if the object is 'los libros' and the feeling verb is 'Gustar', the sentence could be 'Me gustan los libros' (I like books). This activity will help students differentiate the use of the verb 'Gustar' from other feeling verbs.
4. Translation Activity (2 - 3 minutes): Finally, the teacher should provide students with some sentences in Portuguese that use the verb 'Gustar' and ask students to translate them into Spanish. For example, the teacher could say 'Eu gosto de ler' and ask students to translate it into Spanish. This activity will allow students to practice translating sentences that use the verb 'Gustar' correctly and in context.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should facilitate a group discussion, where each pair or group of students shares their solutions or conclusions from the activities carried out. The teacher can ask probing questions to deepen the discussion and ensure that all students are involved. For example, the teacher may ask a group that used the restaurant situation in the role-playing: 'How did you decide which foods to put on the cards? And how did you decide which answers to give to the customer's questions?' This discussion will allow students to learn from each other and realize different ways of using the verb 'Gustar' in various contexts.
2. Theory Connection (2 - 3 minutes): After the discussion, the teacher should briefly review the theoretical content of the lesson, connecting it with the practical activities carried out. The teacher can highlight examples of correct and incorrect sentences that arose during the activities and explain the rules of the verb 'Gustar' again. For example, the teacher may say: 'Remember, in Spanish we use the plural of the object, not the verb, so we should say 'Me gustan los libros' and not 'Me gusta los libros'.' This review will help consolidate students' knowledge and correct any misunderstandings that may have arisen during the activities.
3. Individual Reflection (2 - 3 minutes): Finally, the teacher should propose that students reflect individually on what they learned in the lesson. The teacher can ask guiding questions, such as: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?' Students should write down their answers in a notebook or piece of paper. This reflection will allow students to internalize the lesson content and identify any areas they do not yet fully master, which can guide the teacher in planning future lessons.
4. Teacher Feedback (1 minute): The teacher should praise students' efforts and reinforce the importance of the verb 'Gustar' in the Spanish language. The teacher should also encourage students to continue practicing the use of the verb 'Gustar' outside the classroom, whether by talking to native Spanish speakers or by watching movies and TV shows in Spanish. This will help students become more fluent and confident in using the verb 'Gustar' and the Spanish language in general.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes): The teacher should give a brief summary of the main points covered during the lesson. This includes the explanation of the verb 'Gustar' and its variations, the difference between the use of 'Gustar' and other feeling verbs, and the practice of using the verb in various contexts. The teacher can recall the curiosities mentioned in the Introduction to reinforce students' attention.
2. Theory-Practice Connection (1 - 2 minutes): The teacher should highlight how the lesson connected theory, practice, and application of the verb 'Gustar'. The role-playing activities, board game, sentence creation, and translation allowed students to practice using the verb in real and contextualized situations, thus reinforcing learning.
3. Additional Materials (1 minute): The teacher should suggest additional study materials for students who wish to deepen their knowledge of the verb 'Gustar'. This may include educational videos, online exercises, Spanish podcasts, grammar books, among others. For example, the teacher may recommend a YouTube video that explains the verb 'Gustar' in a playful and didactic way.
4. Subject Importance (1 minute): Finally, the teacher should emphasize the importance of the verb 'Gustar' in the daily lives of Spanish speakers. The teacher may mention that the verb is widely used to express likes and preferences, and therefore is essential for everyday communication. Additionally, the teacher can emphasize that understanding and correctly using the verb 'Gustar' will help students communicate more effectively and become more fluent Spanish speakers.