Objectives (5 - 7 minutes)

1. Understand the concept of homographs and homophones: Students should be able to distinguish between words that have the same spelling but different meanings and pronunciations (homographs) and words that have the same pronunciation but different meanings and spellings (homophones).

2. Identify examples of homographs and homophones in texts and real situations: Students should be able to recognize and identify homographs and homophones in written texts and in real communication situations, such as conversations and dialogues.

3. Use homographs and homophones correctly in appropriate contexts: Students should be able to apply homographs and homophones correctly in their written and oral productions, respecting the semantics and phonetics of the words.

Secondary objectives:

• Promote reading and text interpretation skills: The study of homographs and homophones can be an opportunity for students to develop their reading and text interpretation skills, since understanding these words can be crucial for the overall comprehension of a text.

• Stimulate curiosity and interest in the Spanish language: By exploring the peculiarities of the Spanish language, students may feel more motivated and engaged with learning, and may develop a more positive attitude towards the subject.

Introduction (10-12 minutes)

1. Review of relevant content: The teacher begins the lesson by briefly reviewing the structure and pronunciation of words in Spanish, highlighting the importance of these aspects for understanding the concept of homographs and homophones. This review can be done through visual and auditory examples, such as posters with written words and audios with the correct pronunciation of the words. (3-4 minutes)

2. Problem situations: The teacher proposes two situations that will serve as a starting point for exploring the topic. In the first situation, the teacher presents an excerpt from a text that contains a homograph, but due to the context, the correct meaning of the word cannot be determined. In the second situation, the teacher presents an excerpt from a text that contains a homophone, and again, the context is not enough to determine the correct meaning of the word. The teacher questions the students about the reason for such difficulties and what could be done to solve them. (3-4 minutes)

3. Contextualization: The teacher highlights the importance of homographs and homophones in everyday life, citing examples of real situations in which understanding these words can be crucial, such as when reading a text, communicating orally or in writing, and even in word games. The teacher may also mention that confusion between homographs and homophones is common, even among native Spanish speakers, and that studying these words can help avoid misunderstandings and communication errors. (2-3 minutes)

4. Grabbing attention: To capture the students' attention, the teacher can share some curiosities about homographs and homophones in Spanish. For example, it can be mentioned that Spanish has a large number of homographs and homophones due to the great variety of regionalisms and dialects in the language. The teacher may also mention that although Spanish is known for its consistent phonetics, there are many cases of homophones that challenge this rule. (2-3 minutes)

Development (20-25 minutes)

1. Activity "Homographs and homophones in Word Games": (10-12 minutes)

   • The teacher divides the class into groups of up to 5 students and provides each group with a set of Spanish word cards. Each card contains a homograph or homophone and its respective meaning.
   • The teacher explains that the objective of the game is to form pairs of cards that correspond to homographs and homophones. For example, a card with the word "vino" (drink in Spanish) must be combined with a card with the word "vino" (alcoholic beverage in Spanish).
   • The groups must work together to find all the correct combinations. The first group to complete the challenge is the winner.
   • During the game, the teacher should circulate around the room, observing the work of the groups, clarifying doubts, and providing guidance, if necessary.

2. Activity "Create Your Own Riddle": (10-12 minutes)

   • Continuing in the spirit of word games, the teacher proposes that each group create their own riddle using homographs and homophones.
   • The teacher provides a riddle template that students can use as a starting point: "I am a word that has the same pronunciation as X, but a different meaning. Who am I? Hint: My meaning is Y".
   • The groups must create at least 3 riddles. They can use words that are already in the set of cards or find new words in the dictionary.
   • After creating the riddles, each group must exchange their riddles with another group. The challenge is to solve the riddles of the other group, correctly identifying the homographs and homophones.
   • This activity promotes students' creativity, as well as their ability to apply what they have learned about homographs and homophones in a practical context. In addition, solving riddles stimulates critical and analytical thinking skills.

3. Group discussion: (3-5 minutes)

• After completing the activities, the teacher initiates a group discussion to review what the students have learned. The teacher may ask questions such as: "What were the most challenging words you encountered?" or "How do you think you could use what you learned today in real communication situations?"- This discussion allows students to express their opinions, share their experiences, and consolidate their understanding of the topic.

Note: Throughout the Development stage of the lesson, the teacher should be attentive to correct any errors or misunderstandings, provide constructive feedback, and encourage the active participation of all students.

Feedback (8-10 minutes)

1. Group discussion (3-4 minutes):

   • The teacher gathers all the students and promotes a collective discussion about the solutions found by each group during the activities.
   • Each group will have the opportunity to share the riddles they created and the strategies they used to solve the riddles of the other groups.
   • The teacher may ask questions to stimulate reflection, such as "Why did you choose that word for the riddle?" or "What made this riddle difficult to solve?"- This discussion allows students to see different approaches to using homographs and homophones and strengthens their understanding of the concept.

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

   • After the discussion, the teacher synthesizes the main points covered during the lesson, connecting them with the practical activities carried out.
   • The teacher reinforces the definition of homographs and homophones, and the importance of knowing how to distinguish them and use them correctly in the Spanish language.
   • In addition, the teacher highlights how the ability to recognize and use homographs and homophones correctly can improve students' reading, writing, and oral communication skills.

3. Final Reflection (3-4 minutes):

   • To conclude the lesson, the teacher proposes that students reflect individually on what they have learned.
   • The teacher asks questions such as: "What was the most important concept you learned today?" and "What questions have not yet been answered?"
   • Students will have a minute to think about these questions and will then be invited to share their answers with the class.
   • This final reflection serves to consolidate students' learning, identify possible knowledge gaps, and motivate them to continue learning about the topic.

Note: Throughout the Feedback stage, the teacher should be attentive to correct any errors, clarify doubts, reinforce important concepts, and value students' effort and participation.

Conclusion (5-7 minutes)

1. Summary and Recapitulation (2-3 minutes):

   • The teacher begins the Conclusion of the lesson by summarizing the main points covered during the lesson.
   • The concept of homographs and homophones is reinforced, reminding students that these are words that can cause confusion due to their similarity in form or pronunciation, but that have different meanings.
   • The teacher again highlights the importance of identifying and using these words correctly to avoid misunderstandings and communication errors.
   • The teacher also recalls the practical activities carried out, emphasizing how they helped to consolidate the understanding of the topic.

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

   • The teacher explains how the lesson connected the theory, practice, and applications of the topic.
   • The teacher reinforces that, in addition to understanding the definition of homographs and homophones, the students were also able to apply this knowledge in real communication situations, such as in the activity "Create Your Own Riddle".
   • The teacher highlights that the ability to recognize and use homographs and homophones correctly is an important competence for reading, writing, and oral communication in Spanish.

3. Extra Materials (1-2 minutes):

   • The teacher suggests some extra materials for students who wish to deepen their knowledge of homographs and homophones.
   • These may include textbooks, educational websites, word games, and online exercises.
   • The teacher may also suggest that students practice identifying and using homographs and homophones in their daily reading, Spanish conversations, and written productions.

4. Importance of the Subject (1 minute):

   • Finally, the teacher emphasizes the importance of the subject presented for the students' daily lives.
   • The teacher explains that knowledge about homographs and homophones not only helps to avoid communication errors, but can also enrich the student's expression and comprehension in the Spanish language.
   • The teacher encourages students to continue exploring and practicing the use of these words, and reinforces that they are on the right track to becoming proficient Spanish speakers.