Objectives (5 minutes)

1. Understanding the concept of complement pronoun: The first objective of this lesson is to ensure that students understand what a complement pronoun is and how it works in the Spanish language. This includes the definition of the term, its function, and the difference between the different types of complement pronouns.

2. Identification of complement pronouns in sentences: The second objective is to develop students' ability to identify complement pronouns in sentences. This involves the ability to recognize the different types of complement pronouns and apply this knowledge in practice.

3. Application of complement pronouns in everyday situations: The third objective is for students to be able to use complement pronouns correctly in everyday contexts. This implies the ability to formulate correct and coherent sentences that include complement pronouns.

Secondary Objectives

1. Promote classroom interaction: In addition to the main objectives, it is important that students feel comfortable asking questions, clarifying doubts, and actively participating in the proposed activities. This will contribute to a more dynamic and effective learning environment.

2. Stimulate critical thinking and problem-solving: Throughout the lesson, students will be challenged to apply what they have learned independently, which will help develop critical thinking and problem-solving skills.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should start the lesson by reviewing the concepts of pronouns and their functions in a sentence. Additionally, it is important to recall the grammatical classes in Spanish, with an emphasis on nouns and verbs. This review can be done interactively, asking students to participate by recalling examples and making connections with the new content. (3 - 5 minutes)

2. Problem situation: The teacher can propose two situations involving the use of complement pronouns. The first situation can be the description of a conversation in which a character uses complement pronouns incorrectly, resulting in misunderstandings. The second situation can be the presentation of a short text that needs to be rewritten, replacing nouns with complement pronouns. These situations will serve to contextualize the importance of the correct use of complement pronouns and spark students' interest in the topic. (3 - 5 minutes)

3. Contextualization: The teacher should explain to students the importance of complement pronouns in the Spanish language, highlighting that they are essential for the formation of correct and coherent sentences. Additionally, they can mention that the proper use of complement pronouns is a characteristic of native Spanish speakers and can make a difference in communication. To illustrate the importance of the topic, the teacher can cite examples of real situations where the incorrect use of complement pronouns can lead to misunderstandings or ineffective communication. (2 - 3 minutes)

4. Introduction to the topic: To spark students' interest in the topic, the teacher can present some curiosities about complement pronouns in the Spanish language. For example, they can mention that, unlike Portuguese, Spanish has a greater variety of complement pronouns, including direct object, indirect object, reflexive, and reciprocal pronouns. Additionally, they can highlight that, as in other languages, the correct use of complement pronouns can vary depending on the context and the desired tone. These curiosities can be presented in a playful and interactive way, for example, in the form of a quiz or riddle. (3 - 5 minutes)

Development (20 - 25 minutes)

1. Role-Play Activity: The teacher should divide the class into small groups and provide each group with a different scenario involving the use of complement pronouns. For example, one scenario might involve the description of a scene in a restaurant, where students must use direct and indirect object pronouns to describe the actions of the characters. Another scenario might be a conversation between friends, where students must use reflexive and reciprocal pronouns to refer to themselves and others. Each group should prepare a small presentation of their scenario, focusing on the correct use of complement pronouns. After preparation, the groups should present their scenes to the class. The teacher should observe and provide feedback on the use of complement pronouns. (10 - 15 minutes)

2. Noun Substitution Activity with Complement Pronouns: The teacher should provide students with a short text in Spanish that contains a variety of nouns. Students should work individually to rewrite the text, replacing the nouns with complement pronouns. After completion, students should exchange their texts with a classmate for review. The teacher should circulate around the room, offering help and feedback as needed. At the end of the activity, the teacher should select some texts for class discussion, highlighting examples of correct and incorrect use of complement pronouns. (5 - 10 minutes)

3. Board Game Activity: The teacher should prepare a board game involving the use of complement pronouns. Each space on the board should contain a sentence in Spanish that requires the addition of a complement pronoun. Students should be divided into small groups and advance on the board according to the correct answer. The teacher should circulate around the room, offering help and feedback as needed. The game should continue until all groups have reached the end of the board. At the end of the game, the teacher should review the sentences on the board, highlighting examples of correct and incorrect use of complement pronouns. (5 - 10 minutes)

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher should gather all students and promote a collective discussion about the solutions or conclusions found by each group during the role-play and noun substitution activities with complement pronouns. The teacher can ask questions to stimulate reflection and deepen students' understanding, such as "Why did you choose this particular complement pronoun?" or "How did you decide to rewrite the sentence using a complement pronoun?" The objective of this discussion is to allow students to share their learning experiences and learn from each other.

2. Connection with Theory (3 - 5 minutes): After the group discussion, the teacher should make the connection between the practical activities carried out and the theory presented at the beginning of the lesson. This can be done by highlighting examples of correct and incorrect use of complement pronouns in the activities and explaining how these examples relate to the definition and function of complement pronouns. The objective of this stage is to consolidate students' understanding of the topic and help them apply what they have learned in different contexts.

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 these questions and then have the opportunity to share their answers with the class. The objective of this final reflection is to allow students to evaluate their own learning and identify any areas they still do not fully understand. Additionally, the final reflection can help the teacher identify any gaps in students' understanding and plan future lessons accordingly.

4. Teacher Feedback (1 - 2 minutes): After the final reflection, the teacher should provide general feedback on the lesson, highlighting strengths and areas for improvement. The teacher should praise students' efforts, reinforce key concepts, and offer suggestions for further study. The objective of this feedback is to motivate students, reinforce what has been learned, and prepare students for the next lesson.

Conclusion (5 - 7 minutes)

1. Summary of Content (2 - 3 minutes): The teacher should summarize the main points covered during the lesson. This includes the definition of complement pronouns, their function in the Spanish language, the different types of complement pronouns, and how to use them correctly. The summary should be concise and focused on key concepts, reinforcing what students have learned.

2. Connection between Theory and Practice (1 - 2 minutes): Next, the teacher should highlight how the lesson connected theory and practice. This can include examples of how theory was applied in practical activities and how practical activities helped reinforce the understanding of theory. The teacher can also mention how the lesson prepared students to apply what they have learned in real communication situations in Spanish.

3. Extra Materials (1 - 2 minutes): The teacher should suggest some extra materials for students who want to deepen their understanding of complement pronouns. These materials can include grammar books, language learning websites, educational videos, and online exercises. The teacher should briefly explain what each material offers and how it can be useful for students.

4. Importance of the Topic in Daily Life (1 minute): Finally, the teacher should reinforce the importance of complement pronouns in daily life. It can be mentioned that the correct use of complement pronouns is essential for effective communication in Spanish, whether in speaking or writing. Additionally, it can be emphasized that knowledge about complement pronouns is a skill that can be useful in various situations, such as reading texts in Spanish, writing essays, and understanding conversations and movies in Spanish.