Objectives (5 - 7 minutes)

1. Understanding of the verb 'gustar' and its usage: Students should be able to understand the concept and usage of the verb 'gustar' in Spanish. This includes understanding that the verb is used differently from Portuguese and can be used to express likes and dislikes.

2. Building sentences with 'gustar': Students should be able to construct correct sentences using the verb 'gustar' and the corresponding pronouns. This involves practicing transforming sentences from Portuguese to Spanish and vice versa.

3. Differentiation of 'gustar' from other liking verbs: Students should be able to differentiate the usage of the verb 'gustar' from other liking verbs in Spanish. This includes understanding that 'gustar' is an impersonal verb and that, unlike liking verbs in Portuguese, it does not require the use of a reflexive pronoun.

Secondary Objectives:

• Oral fluency development: Through the practice of building sentences with 'gustar', students should also be able to develop oral fluency in Spanish, improving pronunciation and intonation.

• Reading skills development: In addition to oral practice, students should also be able to read and understand sentences containing the verb 'gustar' in Spanish texts.

Introduction (10 - 15 minutes)

1. Review of related content: The teacher should start the lesson by briefly reviewing the concept of liking verbs in Spanish and how they differ from liking verbs in Portuguese. This may include a quick review of other common liking verbs in Spanish, such as 'encantar' and 'interesar'. The teacher may also briefly review the use of pronouns in Spanish. (3 - 5 minutes)

2. Problem situations: The teacher can present two situations that illustrate the need to learn the verb 'gustar'. For example, 'How would you say 'I like music' in Spanish?' or 'How would you say 'I don't like chocolate' in Spanish?'. These situations serve to arouse students' interest and show the relevance of the topic. (2 - 3 minutes)

3. Contextualization: The teacher should explain the importance of the verb 'gustar' in Spanish, highlighting that it is widely used and that understanding its correct usage is essential for effective communication. Additionally, it can be mentioned that this verb is frequently used in everyday conversations as well as in written texts. (2 - 3 minutes)

4. Capturing students' attention: To introduce the topic in an interesting way, the teacher can share some curiosities about the verb 'gustar', such as the fact that it is an impersonal verb, meaning it is not used with a subject but with an indirect object. Another curiosity could be that, unlike Portuguese, Spanish does not have an exact equivalent for the construction 'gostar de' (for example, 'gostar de música'), using the verb 'gustar' instead. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Explanation of the structure of the verb 'gustar' (5 - 7 minutes): The teacher should explain that the verb 'gustar' is used differently from Portuguese. While in Portuguese we say 'eu gosto de música', in Spanish, literally, we say 'a música me agrada' (me gusta la música). The teacher should emphasize that, unlike Portuguese, Spanish uses the reflexive pronoun 'me' to indicate who likes something, and the verb 'gustar' agrees in number with the object that is liked.

   • The teacher should provide examples of sentences in Portuguese and Spanish that illustrate this difference. For example, 'Eu gosto de música' (in Portuguese) and 'La música me gusta' (in Spanish).

   • The teacher should explain that if the object that is liked is plural, the verb 'gustar' agrees in number with that object. For example, 'Eu gosto de músicas' (in Portuguese) and 'Las músicas me gustan' (in Spanish).

2. Practice of building sentences with 'gustar' (7 - 10 minutes): Students should now practice building sentences with the verb 'gustar'. The teacher should provide students with a series of objects they like and dislike so they can use them in sentences with 'gustar'.

   • For example, the teacher can say 'chocolate' and students will have to form sentences like 'Me gusta el chocolate' (I like chocolate) or 'No me gusta el chocolate' (I don't like chocolate).

   • The teacher should correct the sentences as needed and provide feedback on pronunciation and intonation.

3. Differentiation of 'gustar' from other liking verbs (5 - 7 minutes): The teacher should now differentiate the usage of the verb 'gustar' from other liking verbs in Spanish. The teacher should explain that, unlike other liking verbs, 'gustar' is an impersonal verb and does not require the use of a reflexive pronoun.

   • The teacher can provide examples of sentences in Portuguese that use other liking verbs and ask students to translate them into Spanish using 'gustar'. For example, 'Eu amo chocolate' and 'Eu adoro cinema' can be translated as 'Me gusta el chocolate' and 'Me gusta el cine', respectively.

   • The teacher should correct the sentences as needed and provide feedback on pronunciation and intonation.

4. Reading and listening activity (3 - 5 minutes): To consolidate what has been learned, the teacher can provide students with a short story or dialogue in Spanish that contains the verb 'gustar'. Students should read or listen to the story or dialogue and then answer questions about it.

   • For example, the teacher can provide a dialogue between two people talking about their likes and dislikes. Students may be asked to answer questions like 'What does the first person like to do?' or 'Does the second person like to eat chocolate?'.

   • The teacher should correct the answers as needed and provide feedback on pronunciation and intonation.

Closure (8 - 10 minutes)

1. Review of key concepts (3 - 4 minutes): The teacher should recap the main concepts presented during the lesson, reinforcing the idea that 'gustar' is an impersonal verb in Spanish and that its usage differs from Portuguese. For example, highlighting again that, unlike Portuguese, Spanish uses the reflexive pronoun 'me' to indicate who likes something, and the verb 'gustar' agrees in number with the object that is liked. The teacher should also review the sentence construction structure with 'gustar' and the differentiation of 'gustar' from other liking verbs.

2. Connection to practice (2 - 3 minutes): The teacher should ask students to reflect on the connection between the theory learned and the practice carried out. For example, the teacher can ask: 'How did the practice of building sentences with 'gustar' help you better understand the usage of this verb?'. Students should be encouraged to share their reflections, allowing the teacher to assess understanding and application of the content.

3. Questioning/reflection (2 - 3 minutes): The teacher should propose that students reflect on what they have learned and mentally answer the following questions:

   1. What was the most important concept learned today?
   2. What questions have not been answered yet?
   • The teacher should give a minute for students to think about these questions. Then, some students can be asked to share their answers with the class. The teacher should encourage all students to participate, creating an environment of respect and support.

4. Reinforcement of the content's importance (1 minute): To conclude the lesson, the teacher should reinforce the importance of the content learned, highlighting that the verb 'gustar' is widely used in Spanish and that understanding its usage is essential for effective communication. The teacher can also mention that the ability to correctly construct sentences with 'gustar' can be useful in various situations, from everyday conversations to reading texts in Spanish.