Objectives (5 - 7 minutes)

1. Understand the formation of the Imperfect and Perfect Subjunctive in Spanish: The main objective is for students to understand how these verb tenses are formed and be able to apply them correctly in their written and oral productions.

2. Differentiate the use of the Imperfect and Perfect Subjunctive: Students should be able to identify when to use one or the other verb tense and justify their choices based on grammar rules and usage contexts.

3. Practice the application of verb tenses in various contexts: To consolidate learning, students should practice applying verb tenses in different contexts, such as texts, sentences, and dialogues, in order to develop fluency and confidence in using these structures.

   Secondary Objectives:

   • Improve fluency in writing and speaking in Spanish: As a result of studying and practicing verb tenses, students should also enhance their ability to express themselves in writing and orally in Spanish, as verbs are the backbone of the language.

   • Develop analysis and synthesis skills: Understanding and applying grammar rules require analysis and synthesis skills, which will be developed through the study of verb tenses.

Introduction (10 - 15 minutes)

1. Content Review: The teacher should start the lesson by briefly reviewing the concepts of the subjunctive in Spanish, which were studied in previous classes. It is important to remind students that the subjunctive is used to express wishes, assumptions, doubts, and the like. The teacher can do this through a short quiz or a question and answer game to assess students' prior knowledge. (3 - 5 minutes)

2. Problem-Solving Scenarios: The teacher can present two situations that will serve as a hook for the topic introduction. The first situation could be reading a letter in Spanish where the sender expresses wishes and assumptions. The second situation could be reading a news article or piece where the author talks about past events and their consequences in the present. (3 - 5 minutes)

3. Contextualization: The teacher should then explain to the students that the study of verb tenses, especially the Imperfect and Perfect Subjunctive, is fundamental for understanding and producing texts in Spanish. It should be emphasized that the correct use of these verb tenses can make a difference in the clarity and precision of communication. Additionally, the teacher can mention that Spanish is one of the most spoken languages in the world and, therefore, mastering this language can open doors to various personal and professional opportunities. (2 - 3 minutes)

4. Introduction to the Topic: To spark students' interest, the teacher can share some curiosities about the use of the subjunctive or the importance of verb tenses in Spanish. For example, the teacher can mention that the subjunctive is used much more frequently in Spanish than in other languages, such as English. Another curiosity is that, despite being verb tenses, the Imperfect and Perfect Subjunctive are mainly used in written contexts, while in oral discourse, the use of the Indefinite Past is more common. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity 1 - Letters of Wishes and Assumptions (10 - 12 minutes):

   • The teacher should divide the class into groups of 4 to 5 students. Each group will receive a letter written in Spanish where the author expresses wishes and assumptions.
   • The challenge for the students is to identify all the subjunctive verbs in the letter and then classify them as Imperfect or Perfect Subjunctive.
   • After classification, each group should rewrite the letter, replacing the subjunctive verbs with indicative verbs. This will help students perceive the difference in meaning and tone between the two verb tenses.
   • To conclude the activity, the groups should present their versions of the letter to the class, explaining their choices of verbs and discussing the differences in meaning.

2. Activity 2 - Articles on Past Events (10 - 12 minutes):

   • Still in their groups, students will receive an article in Spanish that discusses past events and their consequences in the present.
   • The students' task is to identify all the subjunctive verbs in the article and then classify them as Imperfect or Perfect Subjunctive.
   • After classification, the groups should rewrite the article, replacing the subjunctive verbs with indicative verbs. This will help students perceive the difference in meaning and tone between the two verb tenses.
   • As in the previous activity, the groups should present their versions of the article to the class, explaining their choices of verbs and discussing the differences in meaning.

3. Activity 3 - Everyday Situations (5 - 7 minutes):

   • To conclude the practical part of the lesson, the teacher should propose a classroom debate on everyday situations involving the use of the Imperfect and Perfect Subjunctive.
   • The teacher should provide some initial situations, such as 'If I had more money, I would travel to Spain' or 'I wish you would help me with this exercise.' The students should then complete the sentences using the correct verb tenses.
   • The teacher should oversee the debate, correcting students' answers and clarifying any doubts that may arise.

Return (10 - 12 minutes)

1. Group Discussion (4 - 5 minutes):

   • The teacher should gather all students in a large circle and promote a group discussion. Each group will have up to 2 minutes to share the solutions or conclusions they reached during the practical activities.
   • The idea is for students to learn from each other, realizing different approaches to the same task. The teacher should encourage interaction between groups by asking questions that lead students to reflect on the solutions presented by their peers.

2. Connection to Theory (3 - 4 minutes):

   • After the discussion, the teacher should revisit the theoretical concepts presented at the beginning of the lesson, connecting them to the practical activities carried out.
   • For example, the teacher can highlight that during activity 1, students had to use the Imperfect Subjunctive to express wishes and the Perfect Subjunctive to express assumptions about past events. This reinforces the rule that the Imperfect Subjunctive is used to express unrealized wishes or hypotheses in the past, while the Perfect Subjunctive is used to express assumptions about past events.
   • The teacher should clarify any doubts that may arise during the discussion, ensuring that all students have understood the concepts presented.

3. Individual Reflection (3 - 4 minutes):

   • To conclude the lesson, the teacher should suggest that students reflect individually on what they have learned. The teacher can ask questions like:
     1. What was the most important concept you learned today?
     2. What questions have not been answered yet?
   • The teacher should give a minute for students to think about these questions and then ask some volunteers to share their answers with the class.
   • This final reflection allows students to consolidate their learning and identify any gaps in their understanding, which can be addressed in future lessons. Additionally, it provides the teacher with valuable feedback on the effectiveness of the lesson and which areas may need review or reinforcement.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes):

   • The teacher should start the Conclusion by summarizing the main points covered during the lesson. This includes the formation of the verb tenses Imperfect and Perfect Subjunctive, their differences in usage, and their importance in communication in Spanish.
   • The teacher can use a diagram or a table to visualize the formation of verb tenses and their usage rules. This will help students understand and recall these concepts more clearly and effectively.

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

   • Next, the teacher should explain how the lesson connected theory and practice. It should be emphasized that the practical activities, such as rewriting letters and articles, allowed students to apply theoretical concepts in a concrete and meaningful way.
   • Additionally, the teacher can highlight how group discussion and debate on everyday situations helped students develop analysis and synthesis skills, which are essential for understanding and effectively using verb tenses.

3. Supplementary Materials (1 - 2 minutes):

   • The teacher should then suggest some supplementary study materials for students. This may include grammar books, language learning websites, explanatory videos on YouTube, among others.
   • Furthermore, the teacher can encourage students to practice using verb tenses in their daily study activities, such as writing journals, reading news in Spanish, or listening to music and podcasts.

4. Importance of the Topic (1 minute):

   • Finally, the teacher should reinforce the importance of the topic studied for students' everyday and academic lives. It should be emphasized that mastering verb tenses in Spanish not only facilitates effective communication in that language but also enhances overall expression and comprehension skills.
   • Additionally, the teacher can mention that the ability to understand and use verb tenses correctly is valued in various professional fields, such as translation, interpretation, journalism, international relations, among others.