Objectives (5 - 7 minutes)

1. Develop vocabulary that relates to objects and parts of the home: The main goal is for students to be able to correctly identify and name different objects and parts of the home in English. This includes a variety of furniture, appliances, utensils, and rooms of a home such as the living room, kitchen, bedroom, etc.

2. Utilize vocabulary in practical situations: Students should be able to use the learned vocabulary in simple phrases and dialogues in order to demonstrate their understanding and application skills for the subject matter.

3. Develop listening comprehension skills: In addition to using learned vocabulary, students should also be able to identify and understand the vocabulary related to objects and parts of the home when listening to a native English speaker.

Secondary objectives:

• Promote interaction within the classroom: By having students actively use the learned vocabulary in conversations and group activities, the teacher is promoting interaction between students, and that is essential for the effective learning of a foreign language.

• Encourage self-directed learning: Through the use of interactive study materials and practical activities, students will be encouraged to take a more active role in their own learning process, thus developing self-directed learning skills.

Introduction (10 - 12 minutes)

1. Review of Prior Knowledge: The teacher begins the class by reviewing with the students the basic vocabulary for home related objects and parts that were taught in previous classes. This can be done through a quick oral review or a guessing game where the students have to identify the name of an object or part of a home based on a description given by the teacher. This is a crucial step to make sure all the students have a base understanding of the topic before moving on to new material.

2. Problem Situations: The teacher can then pose two problem situations to the class to capture their attention and put into context the importance of the topic.

   • Situation 1: "Imagine that you are in an English speaking country and need to ask someone where the "bedroom" or the "kitchen" in their house is. How would you do this if you did not know the words for them in English?"

   • Situation 2: "If you were in an emergency situation and needed to call a "plumber" or an "electrician" in an English speaking country, how could you do this without knowing the English words for these items or professions?"

3. Contextualization: The teacher then explains the day to day importance of vocabulary for home related objects and parts, whether it be for simple things such as describing the location of objects within one's own home, or more complex situations like asking for help in case of an emergency. Furthermore, the teacher can emphasize the importance of this vocabulary for understanding English texts, songs, and films, as these topics are often present within those contexts.

4. Attention Grabber: To capture the attention of the students, the teacher can share some fun facts or trivia related to the topic. For example:

   • Fun Fact 1: "Did you know that the word "bedroom" is a compound word made up of the words "bed" and "room"? This is because it is the room in the house where the bed is kept!"

   • Fun Fact 2: "Have you ever considered that the word "kitchen" sounds a lot like the Spanish word "cocina"? This is because both words have their origin in the same Latin root "coquere", meaning "to cook"!"

Through these activities, the teacher aims to pique the students curiosity and make the class more interesting and engaging while reinforcing the importance of the topic to be covered.

Development (20 - 25 minutes)

1. Presentation of Vocabulary (10 - 12 minutes): In this phase, the teacher will introduce the new vocabulary for home related objects and parts in English. This can be done in a variety of ways, depending on the teaching style preference of the teacher and the level of interaction that they wish to promote within the classroom. Some suggestions include:

   • Memory Match Game: The teacher can create a set of memory match cards with pictures of different home related objects and parts. The students will then match the cards and say the name of the object or part in English when a match is made. This will not only help to reinforce vocabulary but also aid in developing students' memory and concentration skills.

   • Scavenger Hunt: The teacher can hide index cards with pictures of home related objects and parts around the classroom. The students will, in groups, have to find the cards and say the name of the object or part in English. The group that finds and correctly identifies the most objects wins the game.

   • Role-Play: The teacher can provide a role-play scenario in which the students have to act out different characters in a home setting (i.e. a homeowner, a guest, a plumber, etc.). The students will then use the learned vocabulary to describe the house, ask for objects or parts of the home, or to discuss problems that may occur in different parts of the home.

2. Guided Practice (5 - 7 minutes): After introducing the vocabulary, the teacher should lead students through some guided practice activities to ensure they understand and are able to use the vocabulary in practical settings. Here are some suggestions:

   • Gap-Filling Exercise: The teacher can give the students a list of short phrases or texts that describe different parts of a house. Some of the names for home related objects or parts will be missing, and the students will have to fill in the gaps with the correct words.

   • Crossword Puzzle: The teacher can create a crossword puzzle using words from the learned vocabulary. The students will have to guess the words based on clues provided.

   • Question and Answer Game: The teacher can ask a series of questions for students about the vocabulary for home related objects and parts. The students will have to answer the questions using the learned vocabulary.

3. Independent Practice (5 - 6 minutes): At this stage, the students will have an opportunity to practice using the learned vocabulary more independently. This can be done through individual or small group activities. Here are some suggestions:

   • Draw and Describe: Students can be asked to draw a floor plan of a house, then describe each part of the home in English. This will help reinforce their vocabulary as well as help them develop their writing skills.

   • Role-Play: Students can continue the role-play activity in which they act out different characters from a household and use the learned vocabulary to communicate with one another.

   • Research: Students can be asked to do some research, either online or using an English dictionary, to find the names of any home related objects or parts they do not already know. This will help them to expand their vocabulary as well as develop their independent learning and research skills.

By the end of this phase, students should be familiar with the vocabulary for home related objects and parts in English and be able to use it in practical contexts. They should also have had opportunities to develop listening comprehension and self-directed learning skills.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher calls all of the students together for a group discussion. Here, the teacher should ask each group to briefly share any answers or conclusions they came up with while completing the guided and independent practice activities. This allows students to learn from one another, see different perspectives and approaches to the same problems, and practice their communication and collaboration skills. The teacher should encourage students to ask each other questions and to give constructive feedback.

2. Connecting to Theory (2 - 3 minutes): After hearing from the students, the teacher should make the connection between the practical activities that were done and the theory that was introduced at the beginning of class. Here, the teacher can emphasize how the practical activities helped reinforce English vocabulary for home related objects and parts, develop listening comprehension skills, and promote interaction and self-directed learning. The teacher can also revisit the problem situations given during the Introduction, and discuss how the learned vocabulary can be used to help solve these situations.

3. Individual Reflection (2 - 3 minutes): To conclude the lesson, the teacher asks students to take a moment to reflect individually about what they learned. The teacher can ask questions such as:

   • "What was the most important concept you learned today?"
   • "What questions do you still have?"
   • "How can you apply what you learned today to real-life situations?"

   The students should be given a minute to think about their answers. The teacher may then ask a few students to share their responses with the class, which can lead to a deeper and more insightful discussion about the lesson topic. Furthermore, individual reflection allows students to solidify their learning, identify areas that they may need to study more, and feel more confident in their ability to use the vocabulary for home related objects and parts in English.

4. Feedback and Closure (1 minute): Finally, the teacher should thank the students for participating and being engaged during the lesson. The teacher should also encourage the students to continue practicing the vocabulary for home related objects and parts in English at home, whether that be through reading, writing, listening, or speaking activities. The teacher can offer general feedback about how the class performed as a whole, and highlight any areas that were particularly well done or that need more attention. The teacher should also be open to receiving feedback from students about the lesson and make any adjustments necessary to improve the learning experience for future lessons.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes): The teacher should begin the Conclusion by summarizing the main points that were covered during the class period. This includes vocabulary for objects and parts of the home in English, the ability to use that vocabulary in practical contexts, and the importance of the vocabulary for understanding English texts, songs, and films. The teacher can review the activities that were completed and how they helped students understand and retain the content.

2. Connecting Theory, Practice, and Application (1 - 2 minutes): Next, the teacher should emphasize how the lesson connected the theory, practice, and application of English vocabulary for objects and parts of the home. This may involve discussing the problem situations that were given in the Introduction and how the learned vocabulary could be used to solve them. Additionally, the teacher can highlight how practical activities, such as the memory match game and scavenger hunt, helped reinforce theory and develop practical skills.

3. Supplemental Materials (1 - 2 minutes): The teacher can suggest supplemental materials for students to use if they want to further their knowledge of English vocabulary for objects and parts of the home. This could include language learning websites, mobile applications, English dictionaries, YouTube videos, English music, and more. The teacher may encourage the students to use these resources at home as part of their self-directed learning practice.

4. Real-World Relevance of Content (1 minute): Finally, the teacher should emphasize the real-world relevance of English vocabulary for objects and parts of the home for the students. This could include being able to communicate effectively in an English speaking country, being able to understand and describe scenarios in English texts, songs, and films, and the boost of confidence that knowing new vocabulary can provide. The teacher can also remind students how learning English opens doors to academic, professional, and personal opportunities.

By the end of the lesson, students should feel that they have a strong grasp of the vocabulary for objects and parts of the home in English as well as its practical application and importance. They should also feel encouraged and empowered to continue their study of English, both in and out of the classroom.