Objectives (5 - 7 minutes)

1. Develop basic vocabulary in English: Students should be able to identify and name family members and common places in English. This includes learning the names of family members (father, mother, brother, etc.) and places (house, school, park, etc.).

2. Practice correct pronunciation: In addition to learning the words, students should be able to pronounce each term correctly. For this, they will be encouraged to repeat the words out loud, practicing pronunciation with the help of the teacher.

3. Form simple sentences: The goal is for students to learn to form simple sentences in English, using the acquired vocabulary. They should be able to say, for example, 'My name is John. I live in a house with my parents and my sister.'

Secondary Objectives:

• Develop listening skills: Throughout the lesson, students will also be exposed to examples of pronunciation and use of words and phrases, which will help improve their listening skills.

• Improve confidence in speaking English: Through oral practice and repetition of words and phrases, students should gain more confidence in speaking English, even if they are only simple sentences.

• Encourage active participation: The lesson was planned to be interactive and engaging, with practical activities and group discussions, in order to encourage active participation from all students. This active participation is essential for the development of speaking and listening skills.

Introduction (10 - 12 minutes)

1. Content review: The teacher starts the lesson by reviewing the content of previous classes that are fundamental for understanding the current topic. He may ask questions about vocabulary already learned, such as 'What is your name?' or 'How old are you?', to refresh the students' memory and ensure everyone is on the same page.

2. Problem situations: Next, the teacher proposes two situations to introduce the topic. The first could be: 'Imagine you are in a new country, at a new school, and need to introduce yourself to your new classmates. How would you do that in English?' The second situation could be: 'You are watching a movie in English and hear the characters talking about their families and the places they frequent. Can you understand what they are saying?' These situations aim to arouse students' interest and show the relevance of the topic for real-life situations.

3. Contextualization: The teacher explains that learning vocabulary about family and places is essential for everyday communication in English. He can give examples of how these words and phrases can be used in different contexts, such as in a conversation with friends, in a school presentation, or even in a travel situation. This helps students understand the importance of what they are learning.

4. Capturing students' attention: To capture students' interest, the teacher can share curiosities about the English language. For example, he can explain that, unlike Portuguese, in English we use the same word (cousin) for 'cousin' regardless of gender. Another curiosity could be that in English, we use the word 'home' to refer to 'house' and 'home'. Additionally, the teacher can mention that some words in English for family members are quite different from Portuguese, such as 'aunt' and 'uncle'.

Development (20 - 25 minutes)

1. Activity 'Who's who?' (10 - 12 minutes):

   • Description: In this activity, students will create a family tree in English. The teacher should divide the class into groups of five and distribute to each group a large piece of paper, colored pens, and images of people of different ages and genders (parents, grandparents, siblings, uncles, etc.) without any captions.

   • Step by step:

     1. The teacher should explain the activity and the rules, ensuring that all students understand.
     2. Then, students should paste the images on the paper, drawing lines that connect them according to the family relationship (for example, a line connecting a man to a woman with a line below them representing a child).
     3. After drawing the family tree, students should write the names of each family member in English next to the images. The teacher should circulate around the room, assisting the groups as needed and correcting any errors.
     4. To finish, each group should present their family tree to the class, explaining who the family members are and practicing the pronunciation of the names in English.

2. Activity 'My favorite place' (10 - 12 minutes):

   • Description: In this activity, students will practice vocabulary of places in English. Each student will draw and describe their favorite place in English.

   • Step by step:

     1. The teacher should ask each student to think of their favorite place (it can be a real place, like their house, or an imaginary place, like a magical castle).
     2. Then, students should draw their favorite place on a piece of paper and next to the drawing, write a brief description in English, using the vocabulary of places learned in the lesson.
     3. After all students finish, the teacher should ask some volunteers to show their drawing and read the description out loud to the class.
     4. The teacher should praise the students' efforts, correcting any pronunciation or vocabulary errors and encouraging everyone's participation.

These activities promote interaction among students, practice of vocabulary, and improvement of pronunciation and confidence in speaking English. Additionally, the playful and creative approach of the activities should keep students engaged and motivated during the lesson.

Feedback (8-10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should promote a group discussion with all students to share the solutions or conclusions found by each one. During this discussion, the teacher should:

   • Encourage students to express their opinions, ideas, or difficulties encountered during the activities.
   • Ask questions to students who are not actively participating in the discussion, in order to engage them.
   • Correct any pronunciation or vocabulary usage errors that may arise during the discussion.

2. Connection to Theory (2 - 3 minutes): The teacher should then make the connection between the practical activities carried out and the theory presented at the beginning of the lesson. This can be done through questions like:

   • 'How do the sentences you formed during the 'Who's who?' activity connect with the vocabulary we studied about family?'
   • 'How did the drawings and descriptions you made in the 'My favorite place' activity help reinforce the vocabulary we learned about places?'

3. Final Reflection (3 - 4 minutes): Finally, the teacher should propose that students reflect individually on what they learned in the lesson. He can ask questions like:

   • 'What was the most important concept you learned today?'
   • 'What questions have not been answered yet?'

4. Teacher's Feedback (1 minute): The teacher should then provide feedback to the students, praising their efforts, reinforcing what was learned, and pointing out areas that still need improvement. He should encourage students to continue practicing the vocabulary and phrases learned at home and to ask questions in the next lesson.

This Feedback stage is crucial to consolidate students' learning, allow them to reflect on what they have learned, and identify possible areas for improvement. Additionally, group discussion and teacher feedback help create a collaborative learning environment and mutual support.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should recap the main contents covered in the lesson, recalling the vocabulary learned about family members and places. He can do this interactively, asking students to say the words they remember or to explain the meaning of some of the words in English they learned.

2. Connection between theory and practice (1 - 2 minutes): Next, the teacher should explain how the lesson connected theory, practice, and applications of the vocabulary learned. He can mention the 'Who's who?' activity and how it allowed students to apply the family members' vocabulary in a practical context. Similarly, he can highlight the 'My favorite place' activity and how it gave students the opportunity to use the vocabulary of places to describe a significant location for them.

3. Extra Materials (1 - 2 minutes): The teacher should then suggest extra materials for students to deepen what they have learned. He can recommend online English learning sites that have games and interactive activities to practice vocabulary. Additionally, he can suggest that students watch movies or series in English, paying attention to conversations about family and places.

4. Relevance of the Content (1 minute): Finally, the teacher should emphasize the importance of the content learned for students' daily lives. He can mention that by learning these words and phrases, students are preparing for real situations, such as school presentations, trips to English-speaking countries, and even everyday conversations with English speakers. He can also remind students that by learning to communicate in English, they are opening doors to future opportunities, such as jobs and international studies.