Objectives (5 - 7 minutes)

1. Understand the structure of the Present Indicative in Spanish: Students should be able to identify the basic structure of verbs in the Present Indicative in Spanish. This includes the correct conjugation of regular verbs and the identification of irregular verbs.

2. Know the irregular verbs in the Present Indicative: Students should be able to list and understand what makes a verb irregular in the Present Indicative. They should be able to identify these verbs in a text and use them correctly in their own sentences.

3. Practice conjugating regular and irregular verbs in the Present Indicative: Students should be able to apply the knowledge acquired to correctly conjugate regular and irregular verbs in the Present Indicative. They should be able to write complete and coherent sentences using these verbs.

Secondary Objectives:

• Develop reading and writing skills in Spanish: Through the practice of verb conjugation in the Present Indicative, students will also be improving their reading and writing skills in Spanish.

• Enhance understanding of verb tense: By studying the Present Indicative, students will also be enhancing their overall understanding of verb tenses in Spanish, which is essential for fluency in the language.

Introduction (10 - 15 minutes)

1. Content Review: The teacher should start the lesson by briefly reviewing the concept of verbs and the importance of conjugating them correctly. Students should be encouraged to share what they remember about the subject, which helps engage them and identify areas that may need more attention. (2-3 minutes)

2. Problem-Solving Situations: The teacher should present two situations involving the Present Indicative in Spanish. For example, the following situation could be proposed: 'You are in a restaurant in Mexico and want to order food. How would you say 'I want a plate of tacos' in Spanish?' or 'You are talking to a friend from Spain and he asks you 'How are you?' How would you respond in Spanish?' These situations help contextualize the importance of the Present Indicative and motivate students to learn more about the subject. (3-4 minutes)

3. Contextualization: The teacher should explain that the Present Indicative is a tense widely used in daily conversations, as it is used to express actions that are happening at the moment, habitual actions, facts, and opinions. Additionally, the importance of knowing and using irregular verbs correctly should be highlighted, as they are very common in Spanish. (2-3 minutes)

4. Capturing Students' Attention: To spark students' interest, the teacher can share some curiosities about the Spanish language. For example, it can be mentioned that Spanish is the second most spoken language in the world, with over 460 million native speakers, and that it is the official language in 21 countries. Another interesting curiosity is that Spanish has more than 10,000 verbs, many of them irregular. These curiosities help demonstrate the relevance of the content and show students how what they are learning is applicable and useful. (3-4 minutes)

Development (20 - 25 minutes)

1. Group Conjugation Activity (10 - 12 minutes):

   • Group Formation: The teacher should divide the class into groups of 4 to 5 students. Each group will receive a set of cards, where each card will contain the base form of a verb in Spanish and a daily life situation.

   • Instructions: The teacher will explain that the activity consists of conjugating the verb on the card according to the presented situation. For example, if the situation is 'You are at home and want to go out for dinner,' the card may contain the verb 'salir' (to go out). Students will have to conjugate the verb in the Present Indicative to express the situation.

   • Conjugation and Discussion: Each group should work together to conjugate the verb on the card and discuss the best way to express the situation in Spanish. Then, each group will present their conjugations and justify their choices.

   • Feedback and Correction: The teacher will provide feedback on the conjugations, correcting where necessary and explaining the conjugation rules. The goal is for students to learn to conjugate verbs correctly and coherently in the Present Indicative.

2. Irregular Verbs Identification Activity (5 - 7 minutes):

   • Instructions: The teacher will distribute a list of sentences in Spanish to each group. In each sentence, a verb will be in the Present Indicative. However, some of these verbs will be irregular.

   • Identification and Analysis: Students, in their groups, must identify which verbs are irregular and discuss what makes these verbs irregular. They should also try to conjugate these verbs in other forms of the Present Indicative.

   • Correction and Explanation: The teacher will correct the answers, explaining what makes each verb irregular and how they can be conjugated correctly in the Present Indicative.

3. Dialogue Creation Activity (5 - 6 minutes):

   • Instructions: Finally, the teacher will ask each group to create a short dialogue of 3 to 4 lines in Spanish. The dialogue should include at least 3 verbs in the Present Indicative, with at least 1 of them being irregular.

   • Dialogue Creation: Students, in their groups, will work together to create the dialogues. They should strive to use the verbs in the Present Indicative correctly, including the irregular ones.

   • Presentation and Correction: Each group will present their dialogue to the class. The teacher will correct any mistakes and praise the correct ones. This activity allows students to practice using verbs in the Present Indicative in a fun and interactive way, while also reinforcing the concept of irregular verbs.

These group activities help promote collaboration among students, active practice of the content, and development of language skills in Spanish.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes):

   • Sharing Experiences: The teacher should ask each group to briefly share their solutions or conclusions from the activities carried out. Each group will have a maximum of 2 minutes to share. During the presentations, other students should be encouraged to ask questions and provide constructive comments.

   • Connection to Theory: The teacher should take the opportunity to make connections between the activities performed and the theory of the Present Indicative in Spanish. For example, highlighting how the conjugation activity helped understand the structure of verbs and how the dialogue activity allowed practicing the use of the verb tense.

2. Individual Reflection (2 - 3 minutes):

   • Reflective Questions: The teacher should propose that students reflect individually for a minute on some questions, such as:
     1. What was the most important concept learned today?
     2. What questions have not been answered yet?
     3. How can you apply what you learned today in real life?
   • Sharing Reflections: The teacher should ask some students to share their answers with the class. This can be done voluntarily or the teacher can select some students. The goal is for students to express their opinions and reflect on what they have learned.

3. Feedback and Closure (1 - 2 minutes):

   • Student Feedback: The teacher should ask students what they thought of the activities and the lesson content. This can help the teacher adjust future lessons to meet the needs and interests of the students.

   • Lesson Closure: Finally, the teacher should summarize the main points of the lesson and reinforce what students should remember. The teacher can also suggest additional study materials, such as websites, books, or videos, so that students can review the content at home.

Feedback is a crucial part of the lesson plan, as it allows the teacher to assess students' understanding, correct misunderstandings, and reinforce key concepts. Additionally, by asking students to reflect on what they have learned, the teacher is encouraging autonomous learning and practical application of knowledge.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes):

   • The teacher should recap the main points discussed during the lesson. This includes the structure of the Present Indicative in Spanish, the conjugation of regular and irregular verbs, and the importance of correctly using this verb tense.

   • It is important for the teacher to reinforce key concepts, such as the difference between regular and irregular verbs, and the different endings of regular verbs in Spanish.

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

   • The teacher should explain how the lesson connected theory, practice, and applications. For example, the teacher can highlight how the group activities allowed students to practice conjugating verbs in the Present Indicative in a playful and interactive way, while the problem-solving situations and simulated dialogues provided real-life applications of using this verb tense in everyday situations.

3. Extra Materials (1 minute):

   • The teacher should suggest additional study materials for students who wish to deepen their knowledge of the Present Indicative in Spanish. These materials may include websites with practice exercises, explanatory videos, grammar books, among others.

   • The teacher can also recommend language learning apps, which usually include interactive verb conjugation exercises.

4. Importance of the Subject in Daily Life (1 - 2 minutes):

   • Finally, the teacher should emphasize the importance of the Present Indicative in daily life. The teacher can explain that this verb tense is widely used in everyday conversations to express actions that are happening at the moment, habitual actions, facts, and opinions.

   • The teacher can also encourage students to practice using the Present Indicative in their daily conversations in Spanish, highlighting that practical application is the best way to consolidate learning.

The Conclusion is a fundamental step in the lesson plan, as it provides students with a summary of the main points discussed, reinforces the connection between theory and practice, and encourages continued study. Additionally, by highlighting the relevance of the content in daily life, the teacher is motivating students to apply what they have learned and to value the study of the Spanish language.