Objectives (5 - 7 minutes)

1. Understand the use of reflexive pronouns and relative pronouns in Spanish: Students should be able to identify and differentiate between reflexive pronouns and relative pronouns, understanding their functions and uses in the Spanish language.

2. Apply the knowledge acquired in practice: Students should be able to apply the knowledge acquired about the use of reflexive pronouns and relative pronouns in practical activities, such as formulating sentences and paragraphs with the correct use of these pronouns.

3. Improve reading and writing skills in Spanish: By learning the correct use of reflexive pronouns and relative pronouns, students will also be improving their reading and writing skills in Spanish, which is a secondary objective of this lesson.

Secondary Objectives:

• Encourage active participation of students: In addition to the specific content, a secondary objective is to encourage the active participation of students, promoting dialogue and discussion on the topic. This can be done through open-ended questions, group discussions, and collaborative activities.

• Develop critical thinking: By discussing the rules and uses of reflexive pronouns and relative pronouns, students will be challenged to think critically about the structure of the Spanish language and how it compares to their native language.

Introduction (10 - 15 minutes)

1. Review of previous content (3 - 5 minutes): The teacher should begin the lesson by reviewing the basic concepts of pronouns in the Spanish language, highlighting their importance for textual cohesion and coherence. The definition of pronouns and examples of different types of pronouns, such as personal, possessive, demonstrative, among others, should be reviewed. This review will prepare the ground for the introduction of reflexive pronouns and relative pronouns.

2. Problem situations (3 - 5 minutes): The teacher should propose two problem situations that arouse the students' interest and motivate them to learn more about the topic of the lesson. For example, one could ask: "How would you say in Spanish: 'I get up early every day'?" or "How would you describe a person who is the same age as you, but who is not your brother or sister?".

3. Contextualization (2 - 3 minutes): The teacher should explain the practical importance of the correct use of reflexive pronouns and relative pronouns, highlighting that these pronouns are widely used in the Spanish language, both in speech and in writing. It can also be mentioned that the incorrect use of these pronouns can lead to misunderstandings and less effective communication.

4. Introduction of the topic (2 - 3 minutes): To arouse the students' curiosity, the teacher can share some curiosities about the use of reflexive pronouns and relative pronouns in the Spanish language. For example, it can be mentioned that, unlike English, in Spanish it is common to use reflexive pronouns even when the action is not reflexive, as in: "Se peina el pelo" (He combs his hair) or "Se lava las manos" (He washes his hands). Another curiosity is that, in Spanish, there are two pronouns for the first person singular: "me" (when the subject and the object are the same person) and "se" (when the subject and the object are different people).

5. Gaining students' attention (2 - 3 minutes): The teacher should present the premise that, by mastering the use of reflexive pronouns and relative pronouns, students will be able to express themselves more clearly and effectively in Spanish, which will be useful in various situations, from informal conversations to writing more complex texts. In addition, the teacher can emphasize that mastering these pronouns can facilitate the understanding of texts in Spanish, since they are widely used.

With these strategies, the teacher will be able to capture the students' attention, arouse their curiosity about the topic, and motivate them to participate actively in the lesson.

Development (20 - 25 minutes)

1. Presentation of the theory (10 - 12 minutes)

   • The teacher should begin by explaining the concept of reflexive pronouns in the Spanish language. It should be emphasized that reflexive pronouns indicate that the subject of the action is also the object of the action. For example, in "Yo me peino" (I comb my hair), "Yo" is the subject and "me" is the reflexive pronoun.
   • Next, the teacher should introduce relative pronouns, which are used to refer to a noun or pronoun previously mentioned in the sentence, allowing the speech to be more fluid and avoiding unnecessary repetition of words. For example, in "El libro que me prestaste es muy interesante" (The book that you lent me is very interesting), "que" is the relative pronoun.
   • The teacher should then explain the different forms of reflexive pronouns and relative pronouns in Spanish, highlighting that they vary according to the subject and the object of the action. For example, "me", "te", "se", "nos" and "os" are the forms of reflexive pronouns, while "que", "quien" and "cual" are some of the forms of relative pronouns.
   • The teacher should also clarify that, in Spanish, reflexive pronouns and relative pronouns can be used in various verb forms, such as the present, the past and the future, and in different modes, such as the indicative, the subjunctive and the imperative.
   • To illustrate the theory, the teacher should present several examples of sentences that use reflexive pronouns and relative pronouns. These examples should include different contexts and situations, so that students can see how these pronouns are used in practice.

2. Guided practice (5 - 7 minutes)

   • After presenting the theory, the teacher should lead the students in a guided practice. He should provide students with a series of sentences and ask them to identify whether the pronouns used are reflexive or relative. He should then correct the students' answers, explaining why each pronoun is reflexive or relative.
   • The teacher should also ask students to substitute the pronouns in some of the sentences, so that they can see how changing the pronoun affects the meaning of the sentence. For example, in "El libro que me prestaste es muy interesante", the teacher can ask the students to substitute "me" for "te" or "se", and explain how the meaning of the sentence changes.
   • This guided practice will allow students to consolidate the theoretical knowledge they have acquired and develop their skills in identifying and using reflexive pronouns and relative pronouns.

3. Application activity (5 - 6 minutes)

   • To finalize the Development of the lesson, the teacher should propose an activity to apply the knowledge. He can divide the class into small groups and give each group a short text in Spanish that contains several reflexive pronouns and relative pronouns. Students should work together to identify and mark these pronouns in the text. They should then rewrite the text, replacing some of the pronouns with other forms.
   • This activity will allow students to apply the knowledge they have acquired in a practical and playful way. In addition, group collaboration will promote interaction between students and the Development of their teamwork skills.

Wrap-Up (8 - 10 minutes)

1. Group discussion (3 - 4 minutes): The teacher should promote a group discussion, encouraging students to share their perceptions, difficulties and solutions encountered during the activities. This will allow students to learn from each other and see different ways of applying the knowledge acquired. The teacher should ask guiding questions to stimulate discussion, such as: "Which sentences were the most challenging to identify whether the pronouns were reflexive or relative?" or "How did you decide which pronouns to substitute in the application activity text?".

2. Connection to the theory (2 - 3 minutes): Next, the teacher should make the connection between the practice carried out and the theory presented. He should highlight how the practice helped to solidify students' understanding of the use of reflexive pronouns and relative pronouns and how they were able to apply the theory in solving the activities. For example, the teacher can say: "You were able to correctly identify the reflexive pronouns and relative pronouns in the sentences because you understood the difference between these pronouns and the other types of pronouns we studied" or "You were able to substitute the pronouns correctly in the text because you remembered the rules we discussed about the different forms of reflexive pronouns and relative pronouns".

3. Individual reflection (2 - 3 minutes): The teacher should suggest that students individually reflect on what they have learned in the lesson. To facilitate this reflection, the teacher can ask the following questions:

   1. What was the most important concept you learned today?
   2. What questions have not yet been answered?
   3. What would you do differently if you had to do the activities again?

4. Feedback and questions (1 - 2 minutes): Finally, the teacher should open up a space for students to give feedback on the lesson and express any questions they may still have. The teacher should encourage students to be honest in their feedback and ensure that their questions are heard and answered. This will allow the teacher to adjust his future lessons according to the students' needs and interests, and will also help students to consolidate their understanding of the topic.

With this Wrap-Up, the teacher will be able to evaluate the effectiveness of the lesson, identify possible gaps in students' understanding, and plan additional activities or reviews for future lessons. In addition, students will have the opportunity to reflect on their learning, express their doubts, and give feedback on the lesson, which will contribute to the Development of a culture of collaborative and reflective learning in the classroom.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes): The teacher should begin the Conclusion of the lesson by recapping the main points discussed. The definition of reflexive pronouns and relative pronouns should be recalled, as well as the different forms of these pronouns in Spanish. The teacher should also emphasize the importance of using these pronouns correctly for clarity and effectiveness of communication in Spanish. To consolidate the summary, the teacher can ask the students to share what they considered to be the most important point of the lesson.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): Next, the teacher should explain how the lesson connected theory, practice, and applications. He should highlight how the theory presented at the beginning of the lesson was applied in practice during the activities and how this application helped students to better understand the concept of reflexive pronouns and relative pronouns. The teacher should also mention how the correct use of these pronouns can be applied in everyday situations, such as in writing texts in Spanish and in oral communication.

3. Extra Materials (1 - 2 minutes): The teacher should then suggest extra materials for students who wish to deepen their knowledge of the topic. These materials may include books, websites, videos, and online exercises that address the use of reflexive pronouns and relative pronouns in Spanish. The teacher should emphasize that autonomous study is an important part of the learning process and that continuous review and practice are essential for consolidating knowledge.

4. Importance of the Topic (1 - 2 minutes): Finally, the teacher should emphasize the importance of the topic covered for the students' everyday lives. He should explain that mastering the use of reflexive pronouns and relative pronouns is not only essential for effective communication in Spanish, but can also improve students' ability to understand and express ideas clearly and accurately in any language. The teacher should encourage students to apply what they have learned in class in their daily study and communication activities in Spanish.

With this Conclusion, the teacher will reinforce the main points of the lesson, help students make connections between theory and practice, provide additional resources for autonomous study, and motivate students to continue learning and practicing the use of reflexive pronouns and relative pronouns.