Objectives (5 - 7 minutes)

1. Identify and describe the parts of the house in Spanish: Students should be able to identify and describe the different parts of a house in Spanish, such as living room, kitchen, bedroom, bathroom, etc. This includes the ability to identify and name the different rooms of a house.

2. Identify and name common objects found in a house: Students should be able to identify and name the common objects that are usually found in a house. This includes the ability to name objects like chair, table, bed, shower, refrigerator, etc.

3. Identify and name materials used in the construction of a house: Students should be able to identify and name the different materials used in the construction of a house. This includes the ability to name materials such as brick, cement, wood, glass, etc.

Secondary Objectives:

• Practice correct pronunciation: Students should practice the correct pronunciation of terms and words in Spanish related to parts of the house, objects, and materials.
• Develop listening comprehension skills: Students should develop their listening comprehension skills, being able to identify the terms and words in Spanish related to parts of the house, objects, and materials when they hear them.

Introduction (10 - 15 minutes)

1. Review of previous contents: The teacher should start the lesson by briefly reviewing previous contents that are relevant to the topic of the lesson. This may include reviewing basic vocabulary in Spanish, simple sentence structures, and correct pronunciation. This review serves to ensure that students have the necessary foundation to understand and learn the new vocabulary and concepts that will be presented. (3 - 5 minutes)

2. Problem situations: The teacher can present two problem situations to arouse students' interest and contextualize the subject. For example, the teacher may ask: "How would you describe your house to a Spanish-speaking friend?" or "If you were building a house, what materials would you use and how would you call them in Spanish?" These questions serve for students to realize the importance of vocabulary and knowledge of the subject for everyday situations. (3 - 5 minutes)

3. Introduction to the topic: The teacher should then introduce the topic of the lesson. He can start by explaining the importance of vocabulary related to the house, objects, and materials in everyday situations and in more formal contexts, such as in a Spanish proficiency exam. The teacher can also share some curiosities about Hispanic culture, such as the fact that in some Spanish-speaking countries, houses are generally larger and more spacious than in others. (3 - 5 minutes)

4. Capturing students' attention: To capture students' attention and arouse their interest in the topic, the teacher can share some anecdotes or stories related to the topic. For example, he can talk about Casa Batlló, a famous building in Barcelona, Spain, designed by Antoni Gaudí and known for its unique architecture. Or he can talk about the origin of certain everyday objects we use in our houses, such as the chair, which has a long history in art and design. The stories and anecdotes serve to make learning more fun and interesting, and to show students the relevance and diversity of the topic. (3 - 5 minutes)

Development (20 - 25 minutes)

1. Theory Presentation:

   1.1. Parts of the house in Spanish: The teacher should start by presenting the vocabulary related to the parts of a house in Spanish. He can use images or illustrations to assist in the explanation. He should present words like living room, kitchen, bedroom, bathroom, among others, and explain where each of these parts is located in the overall structure of the house. (5 - 7 minutes)

   1.2. Household objects in Spanish: Next, the teacher should introduce the vocabulary related to common objects found in a house, such as chair, table, bed, shower, refrigerator, etc. The teacher can use real images of the objects to facilitate the association of vocabulary. (5 - 7 minutes)

   1.3. Construction materials in Spanish: Finally, the teacher should present the vocabulary related to the construction materials used in a house, such as brick, cement, wood, glass, etc. Again, the use of real images of the materials can help students understand better. (5 - 7 minutes)

2. Guided Practice:

   2.1. Association exercises: The teacher should then guide the students in association exercises, where they must associate the Spanish word with the corresponding image. This will help students consolidate the vocabulary learned. (3 - 5 minutes)

   2.2. Oral repetition exercises: After the association, students should practice the correct pronunciation of the words in Spanish. The teacher should guide the students to repeat the words in Spanish after him, and correct any pronunciation errors. (3 - 5 minutes)

3. Free Practice:

   3.1. Guessing game: To make the lesson more interactive and fun, the teacher can propose a guessing game. Students must describe a part of the house, an object, or a construction material in Spanish, and their classmates must guess what it is. The teacher should monitor the game and correct any errors. (5 - 7 minutes)

   3.2. Drawing activity: Next, students can be divided into groups and each group receives a large sheet of paper. Each group must draw a house and fill in the different parts, objects, and materials in Spanish they learned in the lesson. In the end, each group presents their drawing to the class, explaining in Spanish what they drew. (5 - 7 minutes)

Return (8 - 10 minutes)

1. Review of Contents: The teacher should review the main points of the lesson, reinforcing the Spanish vocabulary related to the parts of the house, objects, and materials. He can do this through a quick oral review, where he asks students what they remember from each topic. The teacher should correct any errors and reinforce the points that students have difficulty remembering. (3 - 4 minutes)

2. Connection with the Real World: The teacher should then connect the lesson's contents with real-world situations. He can do this through questions like: "How would you use this vocabulary in a daily conversation?" or "Why is it important to know these words in Spanish, even if you don't speak fluent Spanish?" The goal is to make students realize the relevance of what they have learned and how they can apply this knowledge in different contexts. (2 - 3 minutes)

3. Reflective Questions: The teacher can propose that students reflect for a minute on the following questions:

   1. What was the most important concept you learned today?
   2. What questions do you still have about the lesson's topic?

   After a minute of reflection, the teacher can ask some students to share their answers with the class. This step allows students to process what they have learned and identify any areas they still do not fully understand. (2 - 3 minutes)

4. Feedback: Finally, the teacher should request feedback from students about the lesson. This can be done through a quick opinion survey or a group discussion. Students' feedback is a valuable tool for the teacher to assess the effectiveness of his lesson and make improvements for future classes. (1 - 2 minutes)

Conclusion (5 - 7 minutes)

1. Summary of Contents: The teacher should start the Conclusion of the lesson by summarizing the main points covered. He should reinforce the vocabulary related to the parts of the house, objects, and materials, and the correct pronunciation in Spanish. The teacher can recall the images and situations used during the lesson to facilitate students' memorization. (2 - 3 minutes)

2. Connection between Theory, Practice, and Applications: The teacher should explain how the lesson connects theory, practice, and the application of knowledge. He should highlight how the introduction of theoretical concepts was followed by practical activities, such as association exercises and pronunciation practice. The teacher should also emphasize the importance of the learned vocabulary for everyday communication in Spanish, and how students can apply this knowledge in real situations. (1 - 2 minutes)

3. Extra Materials: The teacher should suggest some extra materials for students who wish to deepen their knowledge on the subject. This may include websites, apps, books, or videos in Spanish that address the vocabulary related to houses, objects, and materials. For example, the teacher may suggest that students watch an episode of a series or soap opera in Spanish and try to identify and write down the vocabulary related to the lesson's topic. (1 - 2 minutes)

4. Importance of the Subject: Finally, the teacher should emphasize the importance of the subject for students' daily lives. He should explain that the vocabulary related to houses, objects, and materials is useful not only for describing their own house or understanding instructions in Spanish, but also for communicating effectively in a variety of everyday situations. For example, the teacher may mention that this vocabulary can be useful when students travel to a Spanish-speaking country and need to communicate with local people. (1 - 2 minutes)

This Conclusion allows students to leave the lesson with a clear understanding of what they have learned, an idea of what they should do to continue learning, and an appreciation of the relevance and usefulness of what they have learned.