Objectives (5 minutes)

1. Understand the concept of reflexive pronouns in English: Students should be able to understand what reflexive pronouns are and what their function is in the English language. They should understand that, unlike other pronouns, reflexive pronouns are used to refer back to the subject of the sentence.

2. Identify and use reflexive pronouns correctly: Students should be able to identify reflexive pronouns in English texts and sentences, as well as use them correctly in their own written and oral productions. They should understand that the reflexive pronoun must agree in person and number with the subject of the sentence.

3. Develop self-learning skills and problem-solving: Through learning about reflexive pronouns, students should be encouraged to develop their self-learning skills and problem-solving abilities. They should be able to identify their own difficulties and seek solutions to overcome them.

Secondary objectives:

• Apply knowledge in practical situations: Students should be able to apply what they have learned about reflexive pronouns in practical situations, such as in writing texts, reading and understanding texts, and oral communication.

• Develop confidence in English communication: By acquiring a solid understanding of reflexive pronouns, students should gain confidence in their English communication skills, which can help them feel more comfortable and competent when speaking and writing in this language.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by briefly reviewing personal pronouns, as these are necessary for understanding reflexive pronouns. The review can be done through a quick review activity or an interactive quiz. The goal is to ensure that students have a solid understanding of personal pronouns before moving on to reflexive pronouns.

2. Problem Situation 1: The teacher can present the following situation to the students: "Imagine you are writing an email to a friend describing what you do every day. How would you use reflexive pronouns to refer to yourself in this situation?" This situation serves to arouse the students' interest and contextualize the importance of using reflexive pronouns correctly.

3. Contextualization: The teacher should explain that reflexive pronouns are frequently used in English, especially in situations where the action of the verb turns back to the subject itself. For example, in sentences like "I hurt myself" or "They enjoyed themselves." The teacher can also highlight that the correct use of reflexive pronouns is an essential skill in academic writing and formal English.

4. Introduction to the Topic: To capture the students' attention, the teacher can present some curiosities about reflexive pronouns. For example, in English, unlike some other languages, reflexive pronouns are used more frequently. Another curiosity is that in English, reflexive pronouns are used not only to refer to a single person but also to refer to a group of people, as in "They enjoyed themselves."

5. Problem Situation 2: To arouse the students' curiosity, the teacher can propose the following challenge: "Let's see if you can identify the correct use of reflexive pronouns in some sentences. Here's the first one: 'John and I hurt ourselves playing basketball.' What is the reflexive pronoun in this sentence and why was it used?" This activity serves to prepare the students for the content that will be covered in the lesson and to assess what they already know about the topic.

Development (20 - 25 minutes)

1. Reflexive Card Game Activity (10 - 15 minutes):

   • Preparation: The teacher should prepare cards in advance with sentences containing reflexive pronouns. Each card should have an English sentence on one side and the reflexive pronoun underlined on the other. For example, a card may have the sentence "I hurt myself" on one side and "myself" underlined on the other side. The cards should be placed in a stack in the center of the table.
   • Execution: Students, in groups of up to 5, should sit around the table where the cards are. Each group should take turns picking a card from the stack and reading the sentence aloud, paying attention to the reflexive pronoun. Then, they should discuss in the group why the reflexive pronoun was used in that sentence. If the discussion is difficult, the teacher can provide hints or additional explanations. Afterwards, the group should try to create a new sentence using the same reflexive pronoun but with a different verb. They should write this new sentence on a piece of paper and pass it to the next group. The game continues until all cards have been used. The group that has created the highest number of correct sentences at the end of the game is the winner.
   • Objective: This activity aims to help students identify and use reflexive pronouns correctly, as well as develop their critical thinking skills and teamwork.

2. "Me and My Friends" Activity (10 - 15 minutes):

   • Preparation: The teacher should prepare a list in advance of everyday situations or activities that students can relate to. For example: "When my friends and I go to the movies," "When my family and I have a picnic," "When my classmates and I study for a test," etc.
   • Execution: Students, still in their groups, should choose one of the situations from the list and create a short story or dialogue using reflexive pronouns to refer to the participants in the activity. They should write the story or dialogue on a piece of paper and prepare to present it to the class. The teacher should circulate around the room, assisting the groups as needed and ensuring that they are using reflexive pronouns correctly. After the designated time, each group should present their story or dialogue to the class. After each presentation, the teacher should lead a brief discussion about the correct (or incorrect) use of reflexive pronouns in the story or dialogue.
   • Objective: This activity aims to allow students to apply what they have learned about reflexive pronouns in a realistic and meaningful situation, as well as develop their writing and oral communication skills in English.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes):

   • Sharing Solutions: The teacher should ask each group to share their solutions or conclusions about the activities carried out. Each group will have a maximum of 3 minutes to present their ideas. The teacher should encourage all students to participate in the discussion, asking questions to ensure that all students understand the answers and concepts discussed.
   • Collective Correction: After all presentations, the teacher should provide collective correction, pointing out the successes and possible errors made by the groups. The goal is to ensure that all students have a correct and clear understanding of the use of reflexive pronouns.

2. Connection with Theory (2 - 3 minutes):

   • Discussion about Theory: After the collective correction, the teacher should lead a discussion to connect the practice of the activities with the theory. This can be done through questions like: "How did you use reflexive pronouns in the activities? Does this align with what we learned about reflexive pronouns?" The goal is to help students make the connection between what they did in the activities and the theory they learned.

3. Individual Reflection (3 - 5 minutes):

   • Reflection Questions: The teacher should propose that students reflect individually on what they learned in the lesson. For this, the following questions can be suggested:
     1. "What was the most important concept you learned today about reflexive pronouns?"
     2. "What questions have not been answered yet?"
   • Time for Answers: Students should have one minute to think about each question. After this time, they should share their answers with the class. The teacher should ensure that all students have the opportunity to speak and should encourage everyone to participate.

4. Final Feedback (1 - 2 minutes):

   • Teacher's Feedback: The teacher should end the lesson by giving final feedback to the students. They can praise the students' efforts, highlight the strengths of the lesson, suggest areas for improvement, and reinforce key concepts of the lesson. The teacher should also encourage the students to continue practicing the use of reflexive pronouns in their study activities at home.
   • Lesson Closure: The teacher should then conclude the lesson, thanking the students for their participation and reminding them of the topic of the next lesson.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes):

   • The teacher should start the Conclusion by summarizing the main points covered during the lesson. This includes the definition of reflexive pronouns, how they are used in the English language, the importance of agreement in person and number, and the practical application of these pronouns in different contexts.
   • To reinforce learning, the teacher can ask brief questions to the class and request that students respond in unison. For example, "What is the function of reflexive pronouns?" or "How did you use reflexive pronouns in the 'Me and My Friends' activity?"

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

   • The teacher should then explain how the lesson connected the theory of reflexive pronouns with practice through the activities carried out. This may include a brief discussion on how the theoretical understanding of reflexive pronouns helped students solve the practical problems presented in the activities.
   • Additionally, the teacher can highlight how the correct use of reflexive pronouns can be applied in everyday situations, such as in writing emails, reading English texts, and oral communication.

3. Extra Materials (1 - 2 minutes):

   • The teacher should suggest extra materials for students to deepen their understanding of reflexive pronouns. This may include textbooks, language learning websites, educational videos, online exercises, among others.
   • Furthermore, the teacher can recommend that students practice using reflexive pronouns in their daily study activities, such as reading texts, writing essays, and engaging in English conversation.

4. Relevance of the Topic (1 minute):

   • To conclude, the teacher should emphasize the importance of the lesson topic, highlighting how the correct use of reflexive pronouns can improve English communication.
   • The teacher can also explain that the ability to use reflexive pronouns appropriately is a valuable skill in many contexts, including academic writing, professional communication, and social interactions.
   • By encouraging students to apply what they have learned, the teacher can say: "Remember, practicing the use of reflexive pronouns will not only help you become a better English speaker, but also communicate more effectively and confidently in various situations."

5. Lesson Closure:

   • The teacher should then conclude the lesson, thanking the students for their participation and reminding them of the topic of the next lesson.