Objectives (5 - 7 minutes)

1. Understanding Vocabulary Related to Family and Friends: The teacher must ensure that students understand and are able to identify and describe different family members and friends in English. This includes terms for both close and distant relatives, as well as common expressions used to refer to friends.

2. Proper Use of Vocabulary in Context: In addition to identifying and describing the terms, students should be able to use them correctly in sentences or contextual situations. This involves practicing dialogues and real-life situations where the vocabulary can be applied.

3. Development of Listening Skills: The lesson should also focus on listening and understanding the presented vocabulary. Students should be able to identify the terms presented in the context of a conversation or text.

   Secondary Objectives:

   • Promote Interaction in English: By introducing vocabulary related to family members and friends, the teacher should encourage students to engage in discussion and practice activities that promote interaction in English, thus strengthening their communication skills.

   • Stimulate Cultural Curiosity: Alongside the vocabulary, the teacher can take the opportunity to briefly discuss cultural differences regarding the concepts of family and friendship, enriching students' understanding of the English language and culture.

Introduction (10 - 12 minutes)

1. Review of Previous Content: The teacher should start the lesson by reminding students of vocabulary related to people and physical descriptions that were covered in previous classes. This may include terms like 'man', 'woman', 'boy', 'girl', 'old', 'young', 'tall', 'short', among others. The teacher can conduct a quick review activity, such as a word association game or a quiz, to assess the level of retention of these terms by the students.

2. Problem-Situation: The teacher can present two problem situations to engage and capture the students' interest. The first one could be: 'Imagine you are in an English-speaking country and you meet a new friend. How would you describe to someone else who he is and how you met?' The second situation could be: 'You are writing an email to a relative who lives in an English-speaking country. How would you refer to your family members and friends in English?' These situations can serve as a starting point for the Introduction of the new vocabulary.

3. Contextualization: The teacher should emphasize the importance of vocabulary related to family members and friends in everyday situations. It can be mentioned that being able to express oneself correctly on these subjects is essential in social contexts, such as when meeting new people, participating in family gatherings, or even when writing letters or emails to friends and relatives.

4. Gaining Attention: To capture students' attention, the teacher can share curiosities about the English language and the different ways family and friends are described in different English-speaking cultures. For example, it can be mentioned that in the English language there are different words to refer to older and younger siblings (brother, sister, older brother, younger brother) and that some English dialects use unique terms to refer to relatives (for example, 'auntie' instead of 'aunt' in some regions of the UK).

By the end of the Introduction, students should be prepared to start learning the new vocabulary, having understood the relevance and practical application of what will be covered in the lesson.

Development (20 - 25 minutes)

1. Content Presentation (8 - 10 minutes): The teacher should start the Development part of the lesson by presenting the new vocabulary. This can be divided into two sections: Family Members and Friends.

   a. Family Members: The teacher should introduce basic kinship terms such as 'father', 'mother', 'brother', 'sister', 'son', 'daughter', etc. Then, they should move on to more complex terms like 'grandfather', 'grandmother', 'uncle', 'aunt', 'cousin', etc. The teacher should emphasize the difference between 'aunt' and 'uncle' and between 'cousin' and 'nephew/niece'.

   b. Friends: After completing the family section, the teacher should move on to friend terms. Here, students should learn words like 'friend', 'best friend', 'classmate', 'neighbor', 'pen pal', etc. The teacher should explain the difference between 'friend' and 'best friend', and also introduce the expression 'pen pal' as a form of friend people have through written correspondence.

2. Guided Practice (8 - 10 minutes): After presenting the vocabulary, the teacher should conduct a guided practice activity. This can be done through written exercises or oral interactions.

   a. Written Exercises: Students should receive exercise sheets with blank spaces to fill in with the appropriate vocabulary terms. The exercises may include sentences like 'My ___________ is tall and has brown hair' or 'I have three ___________: two brothers and one sister'. Students should be encouraged to use the vocabulary in complete sentences to reinforce the contextual use of the terms.

   b. Oral Interactions: The teacher can pair up students and ask them to practice the new vocabulary in short dialogues. Each pair can be given a different situation to dramatize, such as 'Introduce your best friend to a new classmate' or 'Describe your family to a friend who doesn't know them'.

3. Review and Correction (4 - 5 minutes): After the guided practice, the teacher should review the exercise answers with the class, correcting any mistakes and clarifying doubts. The teacher should pay special attention to incorrect uses of pronouns, articles, and plurals, as these are common errors when using family and friends terms in English.

4. Learning Reinforcement (5 - 7 minutes): To reinforce what has been learned, the teacher can propose a group game activity. This can be a board game (like the classic hangman game, where students have to guess the vocabulary word) or a card game (where students have to match cards with vocabulary terms with cards containing descriptions). These playful activities not only reinforce the vocabulary in a fun way but also promote interaction and collaboration among students.

Feedback (8 - 10 minutes)

1. Connection with Theory (3 - 4 minutes): The teacher should start the Feedback phase by connecting the practice carried out with the theory presented. This can be done through a group discussion, where the teacher can ask students which vocabulary terms were most challenging and how they managed to overcome these challenges. The teacher can also request that students share examples of how they could use the new vocabulary in their daily lives, thus reinforcing the relevance and applicability of what was learned.

2. Reflection (2 - 3 minutes): The teacher should then propose that students reflect individually on what they have learned. To support this reflection, the teacher can ask questions like:

   a. 'What was the most important concept you learned today?' b. 'What questions have not been answered yet?' c. 'How can you use what you learned today in everyday situations?'

   Students should be encouraged to write down their answers, which can serve as a basis for future classes or review activities.

3. Feedback and Evaluation (2 - 3 minutes): The teacher should take the opportunity to collect feedback from students about the lesson. This can be done through a quick survey or group discussion. Student feedback can be valuable for the teacher to assess the effectiveness of the lesson and make necessary adjustments for future classes.

   Additionally, the teacher can use this moment to assess students' understanding of the lesson content. This can be done through a brief review activity, where students are asked to use the new vocabulary in sentences or dialogues. The teacher should pay attention to any common errors or areas of difficulty that may need reinforcement in future classes.

4. Extra Materials (1 minute): Finally, the teacher should provide students with any extra materials that may help them reinforce what they have learned. This may include vocabulary lists for home study, links to English learning websites, or suggestions for additional practice activities. The teacher should encourage students to explore these materials and continue practicing the vocabulary outside the classroom.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes): The teacher should start the Conclusion by summarizing the key points of the lesson. This includes the vocabulary learned about family members and friends, as well as the correct way to use them in sentences and contextual situations. The teacher should reinforce the importance of understanding and being able to describe the people around us, whether in the family or among friends, especially in the context of learning a foreign language.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): Next, the teacher should explain how the lesson connected theory (the new vocabulary), practice (the exercises and dialogue activities), and applications (real situations where the vocabulary can be used). The teacher should emphasize that the main goal of the lesson was to empower students to express themselves effectively about their families and friends in English, and that this was achieved through a combination of theoretical and practical learning.

3. Extra Materials (1 minute): The teacher should then reiterate the importance of continuing to practice the vocabulary outside the classroom. To support this, the teacher can remind students of the extra materials provided, such as vocabulary lists for home study and links to English learning websites. The teacher should encourage students to explore these resources and engage in autonomous study practices.

4. Everyday Applications (1 - 2 minutes): Finally, the teacher should highlight how the knowledge acquired in the lesson is relevant to students' everyday lives. Common situations where the vocabulary of family members and friends is useful can be mentioned, such as when meeting new people, participating in family gatherings, writing letters or emails, or even watching movies and TV shows in English. The teacher should emphasize that the ability to express oneself effectively about our families and friends is an important social skill that can open doors to new friendships and cultural connections.

5. Closure (1 minute): To conclude, the teacher should thank the students for their participation and effort during the lesson. Students should also be reminded to bring any doubts or questions to the next class, and encouraged to continue practicing the vocabulary at home. The teacher should leave the classroom with the certainty that the learning objectives have been achieved and that students are prepared to apply what they have learned in future English language use situations.