Objectives (5 - 7 minutes)

1. Familiarize students with the structure and use of demonstrative pronouns in English, with a special focus on differentiating between 'this', 'that', 'these', and 'those'.

2. Develop students' ability to identify and correctly use demonstrative pronouns in various contexts, both orally and in writing.

3. Provide students with the opportunity to practice and reinforce the use of demonstrative pronouns through practical and interactive exercises, allowing for the consolidation of acquired knowledge.

Secondary Objectives

1. Stimulate active participation from students during the lesson, encouraging questions and discussions to clarify any doubts that may arise.

2. Encourage students to develop autonomous study skills through reviewing the presented content and completing reinforcement activities outside the classroom environment.

Introduction (10 - 15 minutes)

1. Content Review - The teacher starts the lesson by briefly reviewing the concepts of pronouns and adjectives in the English language, with a special focus on how these parts of speech are used to replace or modify nouns. This review serves as a basis for introducing the new topic. (3 - 5 minutes)

2. Problem Situations - Next, the teacher presents two situations where the incorrect use of demonstrative pronouns can lead to misunderstandings. The first situation involves a student pointing to a nearby object and saying 'that' instead of 'this'. The second situation involves a student pointing to a group of distant objects and saying 'these' instead of 'those'. Students are invited to discuss what could cause confusion in these situations and how the correct use of demonstrative pronouns could clarify communication. (3 - 5 minutes)

3. Contextualization - The teacher then explains how demonstrative pronouns are used in everyday life, whether to indicate the proximity or distance of something, or to refer to something already mentioned. Examples of usage in real situations are provided, such as in a store when choosing between different products ('I like this one, not that one') or when describing the location of objects in a room ('The book is on that table, not this one'). (2 - 3 minutes)

4. Topic Introduction - Finally, the teacher introduces the topic of the lesson: demonstrative pronouns in English. To spark students' interest, the teacher may share some curiosities, such as the variety of demonstrative pronouns in some languages (for example, Hungarian has 8 demonstrative pronouns), or the origin of the word 'demonstrative' from the Latin 'demonstrare', which means 'to show' or 'to point'. The teacher then challenges students to think about what they think demonstrative pronouns in English are and how they are used. (2 - 5 minutes)

Development (20 - 25 minutes)

1. Theory (10 - 12 minutes)

   • The teacher introduces the demonstrative pronouns 'this', 'that', 'these', and 'those', explaining that they are used to indicate the relative location of an object or person in relation to the speaker and the listener.
   • Each pronoun is presented individually, with its singular and plural form, and the teacher should emphasize the difference between the pronouns that indicate proximity ('this', 'these') and those that indicate distance ('that', 'those').
   • The teacher should also mention that, in some situations, demonstrative pronouns can be used to refer to an idea or concept, rather than a physical object. Examples of usage in sentences are provided to illustrate these points.
   • The use of demonstrative pronouns with countable and uncountable nouns should be explained, as well as the agreement rule with the verb when the pronoun is the subject of the sentence.
   • The teacher should highlight that, in English, demonstrative pronouns are always followed by a noun (or an adjective+noun), unlike Portuguese, where they can be used alone.

2. Practice (10 - 13 minutes)

   • After the theory presentation, the teacher should propose a series of practical exercises for students to apply what they have learned. These exercises may include filling in blanks with the correct pronoun, rewriting sentences with demonstrative pronouns to change the focus of the sentence, or creating their own sentences using demonstrative pronouns.
   • Students are encouraged to work in pairs or small groups to solve the exercises, allowing them to discuss their answers and clarify any doubts together. The teacher should circulate around the room, monitoring the students' progress and providing assistance as needed.
   • During this activity, the teacher should provide immediate feedback and correct any errors students may make, ensuring they are applying demonstrative pronouns correctly.

3. Discussion (2 - 5 minutes)

   • To conclude the Development part of the lesson, the teacher should promote a class discussion on the importance of using demonstrative pronouns correctly in English communication.
   • Students are invited to share their experiences of when they had difficulties communicating in English due to the incorrect use of demonstrative pronouns.
   • The teacher should facilitate the discussion by asking open-ended questions, providing examples, and encouraging all students to participate.

Return (8 - 10 minutes)

1. Review and Summary (3 - 4 minutes)

   • The teacher begins the Return phase by briefly reviewing the main concepts and rules presented in the lesson. This summary can be done through an interactive review, where the teacher asks students questions and requests them to provide answers. This helps reinforce the acquired knowledge and identify any areas of confusion that need to be clarified.
   • During the review, the teacher can use visual aids, such as posters, whiteboard, or slide presentations, to highlight key points and reinforce students' visual memory.

2. Connection to Practice (2 - 3 minutes)

   • The teacher then connects the presented theory with the practice of using demonstrative pronouns in everyday life. This can be done through examples of everyday situations where the correct use of demonstrative pronouns is essential for mutual understanding.
   • Students are invited to share their own experiences of using demonstrative pronouns in real situations, and to discuss how what they learned in the lesson can be applied to improve their English communication.

3. Individual Reflection (2 - 3 minutes)

   • The teacher suggests that students engage in individual reflection on what they learned in the lesson. They are invited to think about the following questions:
     1. What was the most important concept you learned today?
     2. What questions have not been answered yet?
   • Students have a minute to think about their answers. Then, they are encouraged to share their reflections with the class. The teacher should ensure that all students have the opportunity to speak, and should listen attentively to their answers, clarifying any remaining doubts.

4. Teacher Feedback (1 minute)

   • To conclude the lesson, the teacher provides general feedback on the class's performance during the lesson and in the practical exercises. The teacher can praise the class's strengths, as well as identify areas that may need more practice or review. Teacher feedback is important to motivate students, reinforce what has been learned, and guide autonomous study.

Conclusion (5 - 7 minutes)

1. Recapitulation (2 - 3 minutes)

   • The teacher starts the Conclusion by recalling the main points covered during the lesson. This includes the definition and use of the demonstrative pronouns 'this', 'that', 'these', and 'those', as well as the difference between pronouns indicating proximity and distance.
   • The teacher can reinforce the importance of using demonstrative pronouns correctly to avoid misunderstandings in communication, both in everyday situations and in more formal contexts, such as presentations or academic writing.
   • The review can be done interactively, with the teacher asking questions and requesting students to answer, or through a visual summary on slides or the whiteboard.

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

   • The teacher then highlights how the lesson connected theory and practice. This can be exemplified with the practical activities carried out, where students had the opportunity to apply demonstrative pronouns in various real contexts.
   • The teacher can also mention how the concepts learned in the lesson can be applied in everyday situations, such as choosing products in a store, locating objects in a physical space, or describing people and things in a conversation.

3. Supplementary Materials (1 - 2 minutes)

   • The teacher suggests some supplementary study materials for students who wish to deepen their knowledge of demonstrative pronouns in English. These may include language learning websites, textbooks, educational videos, or language apps that offer interactive exercises.
   • The teacher can also indicate which chapters of the textbook or which sections of the language learning website cover the topic, so that students can review the content on their own.

4. Topic Importance (1 minute)

   • Finally, the teacher emphasizes the importance of the topic presented for students' daily lives. Using demonstrative pronouns correctly not only aids in English communication but also demonstrates a good command of the language and can contribute to clearer and more effective communication in any context.
   • The teacher can conclude the lesson by encouraging students to continue practicing the use of demonstrative pronouns and to observe how they are used in different English communication situations.