Objectives (5 - 10 minutes)

1. Understand the concept of adverbs in the Spanish language: Students should be able to define what adverbs are, recognizing their function and characteristics within a sentence.

2. Identify and classify adverbs: Students should be able to identify adverbs in texts, classifying them according to their nature (place, time, manner, etc.).

3. Apply knowledge of adverbs in writing and speaking: Students should be able to incorporate the use of adverbs in their own written and spoken productions, making their communications more precise and rich.

Secondary objectives:

• Develop listening and reading skills: Through text analysis and listening activities, students will have the opportunity to improve their reading and listening skills in Spanish.

• Improve overall understanding of the Spanish language: By studying adverbs, students will have the opportunity to deepen their knowledge of the structure of the Spanish language, which can help improve their overall understanding of the language.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start by briefly reviewing previous concepts that are relevant to the current lesson. This may include a quick review of different types of words (nouns, verbs, adjectives) and their functions in a sentence.

2. Problem Situations: The teacher can present two problem situations involving the use of adverbs. For example, "How can we describe the way an action is performed?" or "How can we indicate where an action takes place?" These questions will serve to spark students' interest in the topic and show the relevance of the subject for effective communication in Spanish.

3. Contextualization: The teacher should then contextualize the importance of adverbs, explaining that they are essential for effective communication in Spanish. It can be mentioned that adverbs are often used to modify verbs, adjectives, and other adverbs, which helps express more precise and rich ideas. Additionally, it can be highlighted that the proper use of adverbs can improve the clarity and fluency of speech and writing in Spanish.

4. Introduction to the Topic: To capture students' attention, the teacher can start with some curiosities about adverbs. For example, it can be mentioned that in Spanish, most adverbs are formed from adjectives by simply adding the suffix '-mente' (equivalent to '-ly' in English). Another interesting curiosity is that, unlike English, adverbs in Spanish are usually placed after the verb they modify.

5. Introduction to the Topic: The teacher can then introduce the topic of adverbs more formally, defining them as words that modify a verb, an adjective, or another adverb, adding information such as how, where, when, how often, and to what extent. The teacher can also provide some examples of adverbs in Spanish and Portuguese to illustrate their characteristics and functions.

Development (20 - 25 minutes)

1. Activity "Adverb in the music" (10 - 12 minutes)

   • The teacher should select a Spanish song that contains a variety of adverbs. It is important that the song is age-appropriate for the students and that the rhythm and melody are appealing to them.

   • Next, the teacher should provide the lyrics of the song to the students, but with the adverbs removed. The students should listen to the song and try to fill in the blanks with the appropriate adverbs.

   • After the activity, the teacher should discuss the answers with the class, highlighting the importance and function of adverbs in the song and in language in general.

2. Activity "Create your story with adverbs" (10 - 12 minutes)

   • In this activity, students will be divided into groups of 4 or 5. Each group will receive a set of cards, with each card containing an adverb in Spanish.

   • The objective of the activity is for each group to create a short story that includes all the adverbs on their cards. Students should strive to use the adverbs meaningfully and creatively in their stories.

   • After the activity is completed, each group should present their story to the class. During the presentations, the teacher should correct any errors in the use of adverbs and encourage students to explain why they chose to use a particular adverb in a specific part of their story.

3. Activity "Adverbs in action" (5 - 6 minutes)

   • In this activity, students should create small scenes or dialogues that include the use of adverbs. The teacher should provide students with a scenario or situation for each group, and the students should use their knowledge of adverbs to enrich their scenes or dialogues.

   • After the activity is completed, each group should present their scene or dialogue to the class. During the presentations, the teacher should correct any errors in the use of adverbs and highlight successful examples.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • The teacher should lead a group discussion so that students can share their solutions or conclusions from the previous activities. Each group should have the opportunity to present their stories and scenes, explaining how and why they used the adverbs in their creations.

   • During the discussion, the teacher should ask questions to deepen students' understanding of the use of adverbs. For example, the teacher might ask: "Why did you choose this adverb for this part of the story/scene?" or "How did the use of the adverb change the meaning or nuance of the sentence?"

   • The teacher should encourage the participation of all students, ensuring that everyone has the opportunity to share their ideas and questions.

2. Connection with Theory (3 - 5 minutes)

   • After the discussion, the teacher should briefly review the theory, highlighting key concepts and rules about adverbs in Spanish.

   • The teacher should then connect the theory with the practical activities, explaining how what the students did in the activities reflects the real use of adverbs in the Spanish language.

   • The teacher should also review any common errors observed during the activity presentations, reinforcing the correct rules for using adverbs.

3. Final Reflection (2 - 3 minutes)

   • To conclude the lesson, the teacher should propose that students individually reflect on what they have learned. The teacher can ask questions such as: "What was the most important concept you learned today?" and "What questions remain unanswered?"

   • Students should have a minute to think about their answers, and then the teacher can ask some students to share their reflections with the class.

   • The teacher should listen carefully to the students' reflections and, if necessary, provide additional clarifications or address any remaining doubts.

4. Closing the Lesson

   • The teacher should close the lesson by thanking the students for their participation and emphasizing the importance of the proper use of adverbs for effective communication in Spanish.

   • The teacher can also briefly inform about what will be covered in the next lesson, giving students an idea of what to expect and encouraging them to continue studying and practicing the use of adverbs.

Conclusion (5 - 10 minutes)

1. Summary and Recap (2 - 3 minutes)

   • The teacher should begin the conclusion of the lesson by recapping the main points discussed during the lesson. This may include the definition of adverbs, the classification of different types of adverbs, and the importance of the proper use of adverbs for effective communication in Spanish.
   • The teacher can also highlight common errors observed during the practical activities and reinforce the correct rules for using adverbs.
   • To ensure that students have understood the concepts, the teacher can ask review questions and ask students to summarize what they have learned.

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

   • The teacher should then explain how the lesson connected the theory, practice, and applications of using adverbs.
   • The teacher can mention how the listening activity with the song allowed students to see the use of adverbs in a real and culturally relevant context, and how the writing and acting activities allowed students to apply their knowledge of adverbs in a creative and meaningful way.

3. Supplementary Materials (1 - 2 minutes)

   • The teacher should suggest additional materials for students who wish to deepen their understanding of adverbs. This may include links to educational videos, interactive online games, practice exercises, and authentic Spanish texts that contain a variety of adverbs.
   • The teacher should emphasize that continuous study and regular practice are essential for mastering adverbs and improving fluency and accuracy in Spanish communication.

4. Importance of the Topic (1 - 2 minutes)

   • To conclude the lesson, the teacher should reinforce the importance of the topic of adverbs for students' daily lives.
   • The teacher can explain that, although adverbs may seem small and insignificant, they play a crucial role in effective communication, allowing speakers to express nuances of time, place, manner, frequency, and degree.
   • The teacher can also emphasize that the proper use of adverbs can improve the clarity and fluency of speech and writing in Spanish, making communication more precise and rich.
   • Finally, the teacher can encourage students to pay attention to the use of adverbs in their daily readings, listenings, and conversations, and to actively incorporate the use of adverbs in their own written and spoken productions.