Objectives (5 - 7 minutes)

1. Familiarize students with vocabulary related to the family unit in English. This includes words like 'mother', 'father', 'brother', 'sister', 'grandmother', 'grandfather', 'aunt', 'uncle', and 'cousin'.

2. Introduce the grammatical structure used to describe the family unit in English. This includes simple phrases like 'This is my father', 'She is my grandmother', and 'He is my brother'.

3. Develop students' ability to identify and use the vocabulary and grammatical structure learned in everyday situations. This may include conversation activities, memory games, and gap-fill exercises.

By the end of this stage, students should be able to identify and describe family members in English, using the correct vocabulary and grammatical structure. They should also be able to apply this knowledge in practical situations.

Introduction (10 - 15 minutes)

1. Review: The teacher starts the lesson by reviewing some basic vocabulary and grammatical structures already learned by the students, such as colors, numbers, and animal names. This will serve as a foundation for the new content to be presented.

2. Problem Situations: The teacher proposes two problem situations involving the family unit. For example, 'Imagine you went on a trip and met a child who speaks English. How would you describe your family to them?' and 'Your parents are talking to a foreign couple. How would you introduce your sister to them in English?' This serves to contextualize the importance of the content to be learned.

3. Contextualization: The teacher explains that knowing the vocabulary and grammatical structure related to the family unit is important for communicating with people from different cultures and nationalities, as well as for better understanding English songs, movies, and books.

4. Capturing Students' Attention: To spark students' interest, the teacher can share some curiosities about how families are different around the world. For example, in Chinese culture, it is common for multiple generations to live together in the same house, including grandparents, parents, and children. In Brazilian culture, it is more common for each family to have their own house. Another curiosity could be about the different names family members can have in English, such as 'aunt' for tia and 'cousin' for cousin.

5. Introduction to the Topic: The teacher introduces the topic of the lesson, explaining that students will learn to describe the family unit in English. They can do this by showing an image of a family and pointing to each family member while saying the name in English. For example, 'This is the mother. This is the father. This is the brother. This is the sister.' In doing so, the teacher can also emphasize the use of pronouns to refer to family members, such as 'she' for mother and 'he' for father and siblings.

6. Transition: The teacher explains that students will explore more about the family unit in English through a video and interactive activities. They emphasize that students will have the opportunity to practice what they have learned and ask questions during the lesson.

Development (20 - 25 minutes)

This stage of the lesson consists of activities that help students understand and apply the vocabulary and grammatical structure of the family unit in English. The activities are designed to be interactive, playful, and engaging, creating a fun learning environment. The teacher can choose one or more of the suggested activities according to the available time.

1. Family Memory Game: The teacher prepares cards with images of different family members (father, mother, brother, sister, grandfather, grandmother, uncle, aunt, and cousin) and their respective names in English. The cards are shuffled and placed face down. In pairs, students must then turn over two cards and try to match the image with the name in English. If they succeed, they say the phrase 'This is my...' along with the family member's name. The game continues until all cards have been matched.

2. Family Dramatization: The teacher divides the class into groups of four or five students. Each group receives a sheet with an image of a different family. Students must then discuss among themselves and decide on each person's role in that family. They should use the vocabulary and grammatical structure learned to describe their family in English. Afterwards, each group performs a short presentation, where one student introduces themselves as a family member and the other group members describe them in English.

3. Creation of a Family Tree: The teacher provides each student with a blank sheet and asks them to draw a simple family tree of their own family. Then, students must use the vocabulary and grammatical structure learned to describe each family member in English. They can write the name and the relationship next to each drawing. Finally, each student is invited to present their family tree to the class, practicing speaking and listening in English.

4. Family Treasure Hunt: The teacher hides cards with names of family members in English around the classroom. Students, in small groups, are invited to search for the cards and, upon finding them, must state the relationship and a characteristic of that person in English. For example, 'This is my aunt. She is very kind.' The groups that find the most cards correctly win the game.

The teacher should circulate around the room during the activities, checking students' progress, reinforcing vocabulary and grammatical structure when necessary, and asking questions to stimulate reflection and practice.

By the end of this stage, students should feel more comfortable using the vocabulary and grammatical structure of the family unit in English in a meaningful and contextualized way.

Return (10 - 15 minutes)

1. Group Discussion: The teacher gathers all students and promotes a group discussion about the solutions found by each team in the activities. Each group will have the opportunity to share their conclusions, presenting the solutions they found and explaining the reasoning behind them. The teacher can ask questions to stimulate reflection and deepen students' understanding of the topic. For example, 'Why did you choose this person to be the mother/father/brother/etc. in the family dramatization?' or 'What was the most difficult part of describing your family in English?' This stage is important so that students can learn from each other and so that the teacher can assess individual and collective progress.

2. Connection to Theory: After the discussion, the teacher reviews the theory, highlighting the most important points that were applied in the activities. They can use the solutions presented by students as concrete examples to illustrate the theory. For example, the teacher can point to a student's family tree and ask, 'Who is this in your family? And what relationship do they have with you?' Or they can point to a card in the Memory Game and ask, 'Who is this? How would you describe them in English?' The teacher can also ask questions to check students' understanding. For example, 'Who can tell me what 'mother' means in English?' or 'How can you say 'This is my sister' in English?'

3. Final Reflection: To end the lesson, the teacher proposes that students reflect for a minute on what they have learned. They can do this through two simple questions: 'What was the most fun part of learning about the family unit in English today?' and 'What do you think you still need to practice more?' Students can share their answers with the class, if they feel comfortable, or they can simply reflect silently. The teacher should reinforce that learning is a continuous process and that it is normal to have areas that need more practice.

4. Teacher Feedback: During the return, the teacher should also take the opportunity to give feedback to students on their performance during the lesson. They can praise individual efforts, correct errors constructively, and encourage participation and collaboration. Feedback should always be positive, encouraging, and focused on the individual development of each student.

By the end of this stage, students should have consolidated the knowledge acquired during the lesson, understood the importance of the vocabulary and grammatical structure of the family unit in English, and felt motivated to continue learning and practicing.

Conclusion (5 - 7 minutes)

1. Content Summary: The teacher recaps the main points covered during the lesson, reinforcing the vocabulary and grammatical structure related to the family unit in English. For example, they can ask students to repeat the phrases they learned during the activities, such as 'This is my mother' and 'He is my brother'. The teacher can also revisit the images and drawings that students made during the activities, asking questions to check understanding. For example, 'Who can tell me who this is in your family tree?' and 'How can you describe this person in English?'

2. Connection between Theory and Practice: The teacher highlights how the activities carried out during the lesson allowed students to apply theory in practice. They can mention how the Memory Game helped consolidate vocabulary and grammatical structure, how the Family Dramatization stimulated conversation in English, and how the Creation of a Family Tree promoted reflection and critical thinking. The teacher can also mention how group discussions and presentations allowed students to learn from each other and develop social skills.

3. Extra Materials: The teacher suggests additional materials for students who wish to deepen their knowledge of the family unit in English. This may include videos, online games, apps, and books. For example, the teacher may suggest that students watch a YouTube video that presents family vocabulary in English in a fun way, or play an online memory game that reinforces the vocabulary learned. The teacher may also suggest that students practice describing their own family in English at home to their parents and siblings.

4. Importance of the Subject: To conclude, the teacher reinforces the importance of knowing the vocabulary and grammatical structure related to the family unit in English. They can explain how this knowledge can be useful in everyday situations, such as when traveling to English-speaking countries, in conversations with people from different cultures and nationalities, and in English reading, listening, and speaking activities. The teacher can also mention that learning about the family unit in English helps to better understand the English language and culture, and can be an important step in learning about other topics, such as professions, pets, hobbies, among others.

By the end of this stage, students should have a clear understanding of what they learned in the lesson, how they can continue learning and practicing, and how what they learned is relevant to their lives. They should feel motivated and confident to continue exploring the world of the English language.