Objectives (5 - 7 minutes)

1. Understanding the concept of verbs ser, estar, and tener: Students should be able to understand the meaning and usage of the verbs ser, estar, and tener in the Spanish language. They should be able to distinguish them and identify situations in which each one is appropriate.

2. Practical application of the verbs ser, estar, and tener: Students should be able to correctly use these verbs in sentences and various contexts. They should be able to create their own sentences, demonstrating a clear understanding of how and when to use each of the verbs.

3. Reinforcement of Spanish grammar: In addition to learning about the verbs ser, estar, and tener, students should reinforce their overall knowledge of Spanish grammar. They should practice sentence formation, verb agreement, and the structure of questions and answers.

Secondary objectives:

• Develop listening and speaking skills in Spanish: Through interactive activities and group discussions, students should have the opportunity to improve their listening and speaking skills in the Spanish language.

• Promote self-confidence and motivation to learn: By mastering the use of these fundamental verbs, students should gain self-confidence in their Spanish learning abilities and be motivated to continue improving their language skills.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should start the lesson by briefly reviewing the concepts of verbs and verb tenses already studied, the differences between regular and irregular verbs, and the importance of verbs in forming sentences in Spanish. This can be done through a brief group discussion or a quick quiz to assess students' prior knowledge. (3 - 5 minutes)

2. Problem situations: The teacher can propose two situations involving the use of the verbs ser, estar, and tener to instigate students' curiosity and prepare them for the lesson content. For example:

   • "Imagine you are describing a person to someone who doesn't know them. Which Spanish verbs would you use to talk about the person's appearance, personality, and current condition?"

   • "Now, think of a situation where you need to say where you are and what you have. Which Spanish verbs would be appropriate for that?" (3 - 5 minutes)

3. Contextualization of the topic's importance: The teacher should highlight the importance of correctly using these verbs in effective communication in Spanish. It can be mentioned that, just like in Portuguese, these verbs are widely used and can have different meanings and uses depending on the context. Additionally, the teacher can mention that mastering these verbs is essential for understanding written and spoken texts in Spanish. (2 - 3 minutes)

4. Introduction of the topic: To introduce the topic and capture students' attention, the teacher can share some curiosities about the verbs ser, estar, and tener. For example:

   • "Did you know that, just like in Portuguese, the verb 'ser' in Spanish is one of the most irregular? This means its conjugation does not follow a fixed pattern like most verbs."

   • "How about a curiosity about the verb 'estar'? In Spanish, we use 'estar' to talk about the location of people and things, but also to describe temporary states, like feeling good or bad."

   • "As for the verb 'tener,' it is used to express possession of something, but it is also used in many idiomatic expressions in Spanish, such as 'tener hambre' (to be hungry) and 'tener sueño' (to be sleepy)." (2 - 5 minutes)

Development (20 - 25 minutes)

1. Board Game 'VerboLand': The teacher will divide the class into groups of up to five students and provide each group with a 'VerboLand' game board, question and answer cards, and game pieces. The board will be divided into spaces of different colors, each color representing a type of question (e.g., questions about physical appearance, questions about location, questions about possession, etc.).

   • Preparation: The teacher should prepare the question and answer cards in advance, ensuring there is a variety of questions that require the use of the verbs ser, estar, and tener. The answers should be provided in Spanish.

   • Game Rules: Each group will roll the dice and move their game piece on the board. When a group lands on a colored space, they must draw a card of the corresponding color and read the question aloud. The group will have one minute to discuss the answer in Spanish and decide which verb to use. If they answer correctly, they can stay on the space. If they answer incorrectly, they must go back to the previous space.

   • Objective: The goal of the game is to reach the end of the board with the highest number of correctly answered question and answer cards.

2. Dramatization of Situations: Groups will be challenged to create short scenes or dialogues involving the use of the verbs ser, estar, and tener. The teacher can suggest some situations, such as 'in a restaurant, ordering food and drinks' or 'in a clothing store, describing how a piece of clothing fits.' Each group will have a few minutes to prepare and then present their scene to the class.

   • Preparation: The teacher should provide enough time for the groups to prepare their scenes. They should be encouraged to use the vocabulary they have learned so far, in addition to the verbs ser, estar, and tener.

   • Presentation: Each group will have the opportunity to present their scene to the class. After each presentation, the teacher and other students can ask questions or make comments, reinforcing the correct use of the verbs ser, estar, and tener.

3. Question and Answer Activity: The teacher will provide a series of questions about the verbs ser, estar, and tener, and students will have to write their answers. This activity will allow students to practice sentence formation and verb agreement.

   • Preparation: The teacher should prepare a list of questions covering a variety of situations and contexts. The questions should be designed to challenge the students while being appropriate for the class's proficiency level.

   • Conducting the activity: Students will have a set time to write their answers. The teacher may choose to correct the answers immediately, or may collect them to correct later. In both cases, the teacher should provide feedback on the answers, highlighting what was done correctly and pointing out possible errors to be avoided in the future.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 5 minutes): The teacher should start the discussion by requesting each group to share their experiences and solutions for the activities carried out. Each group will have a maximum of 3 minutes to present.

   • Scene Presentation: Each group should present the scene they prepared. The teacher and other students can ask questions or make comments after each presentation, reinforcing the correct use of the verbs ser, estar, and tener.

   • Sharing of Answers: Each group will share the answers they developed for the questions in the question and answer activity. The teacher should correct the answers, providing feedback on the correct use of the verbs and the overall grammar of Spanish.

2. Connection to Theory (2 - 3 minutes): After the presentations, the teacher should facilitate a conversation about how the activities carried out connect with the theory of the verbs ser, estar, and tener.

   • Discussion of Concepts: The teacher should highlight examples of how the groups correctly used the verbs ser, estar, and tener in their scenes and answers, and how they applied other concepts of Spanish grammar, such as verb agreement and sentence formation.

   • Reinforcement of the Importance of Verbs: The teacher can reinforce the importance of the verbs ser, estar, and tener in communication in Spanish, emphasizing that they are irregular verbs, but widely used and essential for sentence formation in Spanish.

3. Individual Reflection (2 - 3 minutes): To conclude the lesson, the teacher should propose that students reflect individually on what they have learned. The teacher can ask the following questions to guide the reflection:

   1. What was the most important concept you learned today?
   2. What questions have not been answered yet?
   3. How can you apply what you learned today in real communication situations in Spanish?

   Students will have a minute to think about their answers. They can share them aloud if they wish, or they can write them down for themselves as a form of self-assessment.

4. Lesson Closure (1 minute): The teacher should end the lesson by summarizing the key points discussed and reinforcing the importance of correctly using the verbs ser, estar, and tener in communication in Spanish. The teacher can also announce the next topic to be studied and encourage students to continue practicing their Spanish knowledge outside the classroom.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should review the main points of the lesson, reinforcing the concept and usage of the verbs ser, estar, and tener. This can be done through a quick review of the examples and situations discussed during the lesson. It is important for the teacher to clarify any remaining doubts and ensure that all students have understood the content.

2. Theory-Practice Connection (1 - 2 minutes): The teacher should highlight how the lesson combined theory (learning about the structure and meaning of the verbs ser, estar, and tener) with practice (using the verbs in different contexts and situations). The teacher can emphasize that theoretical understanding is important, but practice is essential for effective mastery of the language.

3. Extra Materials (1 minute): The teacher should suggest extra materials for students who wish to deepen their studies. These materials may include websites, apps, textbooks, and videos that offer more information and practice activities on the verbs ser, estar, and tener. For example, the teacher may suggest that students watch videos of native speakers using these verbs in different contexts, or read texts in Spanish and identify how and when the verbs ser, estar, and tener are used.

4. Importance of the Subject (1 minute): Finally, the teacher should emphasize the importance of the verbs ser, estar, and tener in everyday life. The teacher can explain that these verbs are frequently used in daily conversations, written texts, movies, and songs in Spanish. Additionally, the teacher can stress that mastering these verbs is essential for effective communication in Spanish and for understanding more complex texts and conversations.

5. Encouragement to Study (1 minute): In conclusion, the teacher should encourage students to continue practicing the verbs ser, estar, and tener outside the classroom. The teacher can remind them to review the lesson content, use the verbs in their Spanish conversations and writings, and consult the suggested extra materials. The teacher should emphasize that regular practice is essential for effective mastery of the verbs and the Spanish language as a whole.