Objectives (5 - 10 minutes)

1. Develop the ability to identify and describe family members in English: The teacher should guide the students to learn and recognize the names of family members in English. This includes words like father, mother, brother, sister, grandfather, grandmother, uncle, aunt, etc.

2. Enhance the ability to identify and name different places in English: In this objective, students should learn to identify and name various common places, such as home, school, hospital, park, etc., in English.

3. Enhance the ability to form and respond to simple questions about family and places in English: Students should be able to formulate simple questions about family and places and also respond to these questions using the vocabulary learned. This will help improve their conversational skills in English.

Secondary Objectives

1. Promote interaction in the classroom: The teacher should encourage students to practice the vocabulary learned through interactive activities.

2. Stimulate creativity and imagination: The teacher should propose activities that involve creating characters and stories, stimulating the imagination and creativity of the students.

Introduction (10 - 15 minutes)

1. Review of previous contents: The teacher should start the lesson by reminding the students about the basic concepts of English that will be necessary for the understanding of the new content. This may include reviewing vocabulary related to colors, numbers, and personal pronouns, as these will be used to describe family members and places. Additionally, the teacher should review the basic structures of questions and answers in English.

2. Problem situations: The teacher can present two situations that arouse the students' interest and are related to the theme of the lesson. For example:

   • Situation 1: 'Imagine you have just moved to an English-speaking country. One day, you are playing in the park and someone approaches to talk. How could you ask that person about their family and where they live in English?'

   • Situation 2: 'Imagine you are watching a movie in English and one of the characters starts talking about their family and the places they like to visit. How would you understand that part of the movie if you didn't know the English words for 'father', 'mother', 'home', 'school', etc.?'

3. Contextualization: The teacher should explain to the students the importance of learning basic vocabulary about family and places in English. This may include the idea that by learning these words, students will be able to communicate more effectively in everyday situations, such as informal conversations, school presentations, trips, among others.

4. Introduction to the topic: The teacher should introduce the topic of 'Family and Places' in English in an engaging and interesting way. This can be done by sharing a curiosity about how the words for family members and places vary in different English-speaking countries. For example, in England, the word for 'grandfather' is 'grandfather', while in the United States it is 'grandpa'. Another interesting curiosity may be the fact that some words for places, such as 'school' and 'hospital', are similar in many languages, including English, due to their Latin origin.

Development (20 - 25 minutes)

1. Theory and Practice - Family Vocabulary (10 - 15 minutes):

   • Theory: The teacher should start by explaining the concept of family vocabulary in English. They should present the names of family members in English, along with the correct pronunciation and translation into the students' native language. The teacher should also emphasize that in English, as in many other languages, there are different words for men and women in certain family relationships (for example, 'father' and 'mother' are different from 'brother' and 'sister').
   • Practice: Next, the teacher should ask students to repeat the names of family members in English out loud. Then, the teacher should present images or drawings of family members and ask students to identify the person in English. The teacher can also ask students to pair up and practice conversation, asking and answering about each other's family.

2. Theory and Practice - Places Vocabulary (10 - 15 minutes):

   • Theory: The teacher should then introduce the vocabulary of places in English. They should present a list of common places, such as home, school, park, hospital, etc., along with the correct pronunciation and translation into the students' native language. The teacher should also explain that, as with family vocabulary, it is important to learn to use articles correctly with names of places in English (for example, 'the park', 'the hospital', etc.).
   • Practice: The teacher should then present images or drawings of various places and ask students to identify the place in English. Then, the teacher should ask students to formulate simple questions and answers about the places (for example, 'Where do you live?' 'I live in a house.' 'Where do you go to school?' 'I go to school in the city.').

3. Word Game Activity (5 - 10 minutes):

   • Preparation: The teacher should prepare cards in advance with the names of family members and places in English. The cards should be divided into pairs, with one card of each pair containing a corresponding image. For example, a pair of cards may have the word 'mother' on one and an image of a mother on the other.
   • Game: The teacher should divide the class into groups of four or five students. Each group should receive a set of cards. One student from each group should pick a card and describe the word or image for the rest of the group to guess. The first group to guess correctly earns a point. The game continues until all cards have been used. The group with the most points at the end of the game is the winner.
   • Review: After the game, the teacher should review the words and phrases used during the game and clarify any doubts the students may have. The teacher should also reinforce the importance of practicing the vocabulary at home to improve retention and fluency.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes):

   • The teacher should give each group the opportunity to share their solutions or conclusions from the activities carried out. Each group will have a maximum of 3 minutes to present their findings. During the presentations, the other groups should be encouraged to ask questions or make comments.
   • During the presentations, the teacher should take notes on the students' ideas and responses, highlighting those that were particularly good or creative. This will help inform the teacher's feedback at the end of the lesson.

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

   • After all presentations, the teacher should revisit the theoretical concepts covered at the beginning of the lesson and make connections with the practical activities carried out by the students. For example, the teacher can highlight how the groups correctly used the family and places vocabulary in their presentations, or how they correctly applied the question and answer structures in English.
   • The teacher can also use this opportunity to address any concepts that students may not have fully understood during the activities. For example, if several groups had difficulties in using articles ('a' and 'the') correctly with place names, the teacher can briefly review this rule.

3. Final Reflection (3 - 5 minutes):

   • Finally, the teacher should propose a moment of individual reflection. The teacher can ask questions like: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'.
   • The teacher should allow a minute for students to think about these questions and then ask some volunteers to share their answers with the class. This will give the teacher a clear idea of which concepts the students understood and which still need to be reinforced in future classes.
   • The teacher should encourage students to be honest in their answers and to express any doubts or concerns they may have. This will create an open and welcoming learning environment where students feel comfortable seeking help when needed.

4. Closure:

   • At the end of the lesson, the teacher should summarize the key points covered and reinforce the importance of family and places vocabulary in English for effective communication. The teacher should also inform the students about the lesson plan for the next session, so they can prepare adequately.
   • The teacher should encourage students to review the vocabulary learned at home and practice question and answer structures in English with their family and friends. This additional practice will help reinforce what was learned in class and improve the students' fluency.

Conclusion (5 - 10 minutes)

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

   • The teacher should summarize the key points covered during the lesson, recalling the names of family members in English, the terms to describe places, and the question and answer structures.
   • They should reinforce the most important aspects of the vocabulary, such as the distinction between terms for men and women in the family, and the correct use of articles with place names.
   • The teacher should also highlight the conversation skills that were practiced, such as formulating simple questions and answers about family and places in English.

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

   • The teacher should explain how the lesson connected theory (vocabulary learning) with practice (description and questioning activities) and applications (everyday situations where this vocabulary can be used).
   • They should emphasize that by learning these concepts, students will now be able to communicate more effectively in everyday situations involving family and places.

3. Extra Materials (1 - 2 minutes):

   • The teacher should suggest extra materials for students to study at home and deepen their understanding of the vocabulary and linguistic structures covered during the lesson. This may include links to videos, language learning websites, vocabulary apps, among others.
   • The teacher may also recommend that students practice the vocabulary learned in their daily interactions in English, whether with classmates, teachers, or in everyday situations, such as watching movies or TV shows in English.

4. Importance of the Subject (1 - 2 minutes):

   • Finally, the teacher should reinforce the importance of the vocabulary and question and answer structures learned for communication in English. They should highlight that by mastering these concepts, students will be able to express themselves more clearly in English and better understand the conversations happening around them.
   • The teacher should conclude the lesson by reinforcing that regular practice and continuous exposure to the language are essential for developing effective communication skills in English. They should also praise the students' effort and participation during the lesson and encourage them to continue striving in their English study activities.