Objectives (5 - 10 minutes)

1. Understanding Reflexive Pronouns: Students should be able to understand the concept of reflexive pronouns in Spanish and how they are used to indicate an action that the subject performs on themselves. They will learn the difference between the reflexive pronouns se, te, nos, os, and se, and how they vary depending on the verb tense and subject.

2. Practice of Reflexive Pronouns: Students will practice using reflexive pronouns in sentences to internalize their correct usage in sentence construction. This will be done through practical exercises and group discussion.

3. Understanding Relative Pronouns: Students should be able to understand the concept of relative pronouns in Spanish and how they are used to replace a noun in the clause. They will learn the difference between the relative pronouns que, quien, el que, lo que, el cual, la cual, los cuales, las cuales, and how they vary depending on the gender and number of the noun they replace.

4. Practice of Relative Pronouns: Students will practice using relative pronouns in sentences to internalize their correct usage in sentence construction. This will be done through practical exercises and group discussion.

Secondary Objectives:

• Development of Oral Comprehension: During the lesson, students will have the opportunity to hear the teacher and other students using reflexive pronouns and relative pronouns, which will help improve their oral comprehension of Spanish.

• Development of Written Comprehension: Through reading texts and writing exercises, students will also have the opportunity to improve their written comprehension of Spanish.

• Vocabulary Development: Students will be exposed to a variety of words and phrases that use reflexive pronouns and relative pronouns, which will help expand their vocabulary in Spanish.

• Development of Orality: Through practice and group discussion, students will develop their oral expression skills in Spanish, learning to construct sentences and communicate effectively.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by reminding students about the concept of pronouns in Spanish, as this is a prerequisite knowledge to understand reflexive and relative pronouns. The teacher should ask students to share what they remember about pronouns and then provide a brief review to clarify any remaining doubts.

2. Problem Situations:

   • Suggestion 1: The teacher can propose the following situation: "Imagine you are describing someone's daily routine. How would you express the actions that the person does to themselves in Spanish?".

   • Suggestion 2: Another possible situation is: "Suppose you are reading a book in Spanish and come across the following sentence: 'Ella se peina el pelo'. What do you think this means?".

3. Contextualization: The teacher should explain that reflexive and relative pronouns are widely used in the Spanish language, both in speech and writing. Furthermore, these pronouns are fundamental for the correct structuring of sentences and for the comprehension of more complex texts.

4. Capturing Students' Attention:

   • Curiosity 1: The teacher can share the curiosity that reflexive pronouns can vary depending on the verb that precedes them. For example, the reflexive pronoun for the verb "peinar" is "se", but for the verb "lavar" it is "te". This can be an interesting challenge for students.

   • Curiosity 2: Another interesting curiosity is that, in Spanish, relative pronouns can vary depending on the gender and number of the noun they replace. For example, "que" can be replaced by "quien" if referring to a person, or by "el que" if referring to a singular masculine noun.

5. Introduction to the Topic: The teacher should then introduce the topic of the lesson - reflexive pronouns and relative pronouns - explaining that they will be able to understand and use these pronouns correctly by the end of the lesson.

   • Explanation 1: The teacher can explain that reflexive pronouns are used when the subject of the action is also the recipient of the action. For example, "Yo me duermo" (I fall asleep) or "Tú te lavas las manos" (You wash your hands).

   • Explanation 2: The teacher can explain that relative pronouns are used to replace a noun in the clause. For example, "El libro que leí" (The book that I read) or "La persona a quien vi" (The person that I saw).

Development (20 - 25 minutes)

1. Debate Activity (10 - 12 minutes)

   • Group Formation: The teacher divides the class into groups of 4 to 5 students. Each group will receive a problem situation related to the use of reflexive pronouns and relative pronouns.

   • Problem Situations: The teacher prepares in advance the problem situations, which can be, for example:

     1. "You are describing someone's daily routine. How would you express the actions that the person does to themselves in Spanish, using reflexive pronouns?"

     2. "You are reading a book in Spanish and come across the following sentence: 'Ella se peina el pelo'. What do you think this means? How would you translate this sentence to Portuguese, maintaining the correct use of the reflexive pronoun?"

     3. "You are writing an essay in Spanish and need to use the relative pronoun 'que' to refer to a noun. How would you do this correctly?"

   • Debate: Within each group, students discuss the problem situation, trying to come up with a solution or answer. They should use the knowledge they have acquired about reflexive pronouns and relative pronouns to solve the problem. The teacher circulates around the room, guiding and assisting the groups as needed.

   • Presentation: After the discussion, each group presents their solution or answer to the class. The teacher provides the necessary comments and clarifies any doubts that may arise.

2. Dialogue Creation Activity (10 - 12 minutes)

   • Group Formation: The teacher keeps the same groups from the previous activity. This time, the groups will be tasked with creating a short dialogue, of maximum 10 lines, that includes the use of reflexive pronouns and relative pronouns.

   • Rules for the Dialogue: The teacher provides some rules for the dialogue creation. For example, students must use at least three reflexive pronouns and three relative pronouns in their dialogue. Additionally, they must ensure that the pronouns are being used correctly and that the dialogue makes sense.

   • Dialogue Creation: Within each group, students work together to create their dialogue. They can use the previous problem situations as a basis for the dialogue, if they wish.

   • Presentation of the Dialogue: After creating the dialogue, each group presents their dialogue to the class. The teacher provides the necessary comments on the use of reflexive pronouns and relative pronouns and praises the students' efforts.

3. Review Activity (5 - 7 minutes)

   • Group Formation: The teacher keeps the same groups from the previous activity. This time, the groups will receive a list of sentences that contain errors in the use of reflexive pronouns and relative pronouns.

   • Error Identification: Within each group, students work together to identify and correct the errors. They must ensure that the pronouns are being used correctly and that the sentences make sense.

   • Presentation of Corrections: After correcting the sentences, each group presents their corrections to the class. The teacher provides the necessary comments on the corrections and clarifies any doubts that may arise.

By the end of these activities, students should have a solid understanding of the use of reflexive pronouns and relative pronouns in Spanish and should be able to use them correctly in their own written and oral productions.

Return (5 - 10 minutes)

1. Group Discussion (3 - 5 minutes)

   • Sharing Solutions: The teacher asks each group to share the solutions or answers they found during the debate and dialogue creation activities. Each group has a maximum of 3 minutes to present their conclusions.

   • Teacher's Feedback: The teacher provides feedback to each group, highlighting correct solutions, identifying common errors, and clarifying any misunderstandings. The teacher also takes this opportunity to reinforce key concepts and clarify any remaining doubts.

2. Connection to Theory (1 - 2 minutes)

   • Teacher's Explanation: The teacher explains how the practical activities connect with the theory presented at the beginning of the lesson. For example, the teacher can show how the debate problem situation helped illustrate the practical use of reflexive and relative pronouns, while the dialogue creation activity allowed students to apply these concepts in a real context.

3. Final Reflection (1 - 2 minutes)

   • Reflection Moment: The teacher asks students to silently reflect for a minute on what they learned during the lesson. They should think about answers to questions like: "What was the most important concept I learned today?", "What questions have not been answered yet?" and "How can I apply what I learned in real situations?".

   • Sharing Reflections: After the minute of reflection, the teacher invites some students to share their reflections with the class. This can be done voluntarily or the teacher can choose some students to share. The teacher should listen carefully to the students' reflections and provide positive and encouraging feedback.

4. Teacher's Feedback (1 - 2 minutes)

   • Lesson Closure: The teacher concludes the lesson by reinforcing key concepts, the importance of using reflexive and relative pronouns correctly, and how they can be applied in different communication contexts in Spanish.

   • Feedback for Students: The teacher provides feedback to the students, highlighting what they did well during the lesson, which areas they improved on, and which aspects still need more practice and study. The teacher can also give suggestions for additional activities or study resources for students to review at home.

By the end of the Return, students should have consolidated the knowledge acquired during the lesson, better understanding the use of reflexive and relative pronouns and being able to apply them correctly. Additionally, the teacher will have a clear idea of how much the students assimilated the content and which areas may need more review or practice in future lessons.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes)

   • Review of Concepts: The teacher should review the main concepts covered during the lesson, reinforcing students' understanding of reflexive and relative pronouns in Spanish. It is important to highlight the differences between these two types of pronouns, as well as the cases in which they are used.

   • Recap of Activities: The teacher can recall the activities carried out during the lesson, highlighting how they helped students apply theory into practice. This includes group discussion, dialogue creation, and sentence correction.

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

   • Teacher's Explanation: The teacher should explain how the lesson connected theory to practice. This can be done by highlighting how the theory of reflexive and relative pronouns was applied in practical activities, reinforcing the importance of understanding the theory to use the language effectively.

   • Importance of Practice: The teacher can emphasize that practice is essential for learning any language, and that the activities carried out during the lesson helped students gain confidence and skill in using reflexive and relative pronouns.

3. Additional Materials (1 - 2 minutes)

   • Recommendation of Materials: The teacher should suggest some extra materials for students to review at home. This may include online exercises, explanatory videos, language learning websites, and grammar books. The teacher can also recommend that students practice using reflexive and relative pronouns in their own written and oral productions.

   • Use of Online Resources: The teacher can encourage students to take advantage of online resources, such as language learning apps and educational websites, to enhance their understanding and practice of reflexive and relative pronouns.

4. Subject Importance (1 minute)

   • Relevance of Pronouns: The teacher should conclude the lesson by reinforcing the importance of reflexive and relative pronouns in the Spanish language. It can be mentioned that the correct use of these pronouns not only helps in effective communication but also contributes to fluency and naturalness in speech and writing.

   • Encouragement for Practice: The teacher can encourage students to continue practicing the use of reflexive and relative pronouns in their daily lives, whether reading, writing, or speaking in Spanish. This will help reinforce learning and make the use of these pronouns increasingly automatic.

With the Conclusion of the lesson, students should have acquired a solid and practical understanding of the use of reflexive and relative pronouns in Spanish. Additionally, they should feel motivated and confident to continue practicing and improving their language skills.