Objectives (5 - 7 minutes)

1. Review of Vocabulary for Places and Family: The teacher will review the essential vocabulary related to 'places' and 'family' in Spanish. This will include words like 'casa', 'escuela', 'padre', 'madre', 'hermano', 'hermana', etc. The goal is to ensure that all students have a solid understanding of this vocabulary before moving on to writing and speaking activities.

2. Acquisition of New Vocabulary Related to Places and Family: After the review, the teacher will introduce new words and expressions related to 'places' and 'family' that will be used in practical activities. These new words and expressions may include terms like 'parque', 'biblioteca', 'abuelo', 'abuela', etc. The objective is for students to acquire a broad and varied vocabulary to be able to express themselves easily and clearly on these topics.

3. Conversation and Writing Practice: The teacher will encourage students to use the learned vocabulary in complete sentences, both in written and spoken form. This will be done through conversation and writing activities, where students will have the opportunity to create dialogues, stories, and descriptions using the acquired vocabulary. The goal is for students to gain confidence in using Spanish in a practical and relevant way.

Secondary Objectives:

• Cultural Development: The teacher can take the opportunity to introduce cultural information about Spain and other Spanish-speaking countries to students. This may include family traditions, types of housing, typical places, and other related topics to enrich the context of the learned vocabulary.

• Research Skills Development: If deemed appropriate, the teacher can encourage students to research more about Spanish or Hispanic-American culture to deepen their knowledge of the vocabulary and expressions used.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher will start the lesson by briefly reviewing the vocabulary and grammatical structures related to family and places in Spanish that were learned in previous classes. This review can be done through a crossword puzzle game or a quick quiz to engage students and activate their prior knowledge.

2. Problem-Situation: The teacher will present two problem situations to arouse students' interest. The first situation could be: 'Imagine you are in a Spanish-speaking country and need to find your way to a friend's house. How would you describe your house and give directions to get there in Spanish?' The second situation could be: 'Suppose you are in a restaurant and someone asks you about your family. How would you respond to that question and how would you describe each member of your family in Spanish?'

3. Contextualization: The teacher will explain the importance of the vocabulary of places and family in everyday life, emphasizing that these are common topics in daily conversations and are essential for effective communication in Spanish. Additionally, the teacher may mention the relevance of these topics in practical situations, such as when traveling to a Spanish-speaking country or when talking to people of Hispanic origin.

4. Gaining Attention: To capture students' attention, the teacher can share some curiosities about Spain and Hispanic culture. For example, they can mention that in Spain it is common for families to have lunch together on Sundays, or that in many Spanish cities there are squares and parks where people gather to talk and spend leisure time. Additionally, they can mention that in Spain, the family structure is generally centered on the nuclear family, but the presence of grandparents and uncles in the same household is also common.

Development (20 - 25 minutes)

1. Role-Playing Activity 'Talking with Family' (10 - 12 minutes)

   • Divide the class into groups of 3 to 4 students. Each group will receive a set of cards, each with an image of a family member (father, mother, brother, grandfather, etc.) and a card with an image of a place (house, school, park, etc.).
   • Students will have to imagine themselves in different communication situations and use the provided vocabulary to describe the people and places. Situations may include: 'You are at the park and a stranger asks about your family', 'You are at home and someone asks you about your school', etc.
   • Each student will have to participate in the conversation, using the words and expressions in Spanish. The teacher will circulate around the room, assisting the groups as needed and providing immediate feedback.

2. Writing Activity 'A Day in the Life of My Family' (10 - 12 minutes)

   • Still in groups, students will receive a writing task. They will have to create a short story or description of a day in the life of their family, using the vocabulary of places and family.
   • The teacher will provide a template to guide the students, which will include questions like: 'Where do you live?', 'What is your house like?', 'Where do you spend time together as a family?', 'Who are the members of your family and what are they like?'.
   • Students will have to answer these questions in complete sentences, using the appropriate vocabulary. The teacher will encourage students to be creative and to include interesting details in their stories.
   • After completing the activity, each group will read their story aloud to the class. The teacher will make corrections and provide feedback, focusing on correct pronunciation and proper use of vocabulary.

3. Vocabulary Activity 'Treasure Hunt' (5 - 7 minutes)

   • To conclude the practical part of the lesson, the teacher proposes a 'Treasure Hunt' game. The teacher will hide cards with vocabulary words (related to places and family) around the classroom.
   • Students, in their groups, will have to find the cards and use them to create sentences in Spanish. For example, if they find the card with the word 'parque', they will have to create a sentence like 'Let's go to the park with our family on the weekend'.
   • The goal of the game is to reinforce the learned vocabulary and give students the opportunity to use the words in a meaningful context.

These playful and interactive activities will help students internalize the vocabulary of places and family in a fun and engaging way. Additionally, the role-playing and writing activities will provide valuable opportunities for practicing conversation and writing in Spanish.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher will invite each group to share their written stories with the class. Each group will have a limited time to present, encouraging objectivity and clarity in communication.
   • During the presentations, the teacher will ask questions to ensure that students are using the learned vocabulary and to encourage reflection on communication strategies in Spanish. For example, the teacher may ask: 'How did you describe the family's house in the story?' or 'How did you talk about the family's daily routine in Spanish?'.
   • The teacher should ensure that all students have the opportunity to actively participate in the discussion, whether by asking questions, offering feedback, or sharing their own experiences and observations.

2. Connection to Theory (2 - 3 minutes)

   • After the presentations, the teacher will provide a brief recap of the main concepts and vocabulary covered in the lesson. For example, reviewing the most important words and expressions related to 'places' and 'family', as well as the grammatical structures used to describe and talk about them.
   • The teacher can make explicit connections between theory and practice, highlighting how the activities carried out helped solidify the vocabulary and understanding of the students on the topic. For instance, pointing out phrases or expressions used by students during the presentations and explaining how they demonstrate the correct use of vocabulary and grammar.

3. Individual Reflection (2 - 3 minutes)

   • Finally, the teacher will propose that students reflect individually on what they learned in the lesson. The teacher will ask questions like: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'.
   • The teacher will give students a minute to think and then ask some volunteers to share their reflections with the class. The teacher will encourage students to be honest and open in their responses, ensuring that all contributions are valued.
   • This reflection step is important to consolidate students' learning and to identify any gaps or areas of confusion that may need more attention in future lessons.

The Return is a fundamental stage of the lesson plan, as it allows the teacher to assess students' progress, reinforce learning, and identify any areas that may need more practice or review. Additionally, it provides students with the opportunity to reflect on their own learning and to become more aware of their skills and needs as Spanish speakers.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes)

   • The teacher will recap the main points covered in the lesson, referencing the taught vocabulary, used expressions, and learned grammatical structures. This includes the review of the 'places' and 'family' vocabulary, conversation and writing practice, and role-playing and writing activities.
   • The teacher will emphasize the importance of each of these elements for effective communication in Spanish, explaining how vocabulary and grammar combine to form meaningful sentences and expressions.

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

   • The teacher will explain how the lesson connected theory (vocabulary and grammar) to practice (conversation and writing activities) and to applications (real communication situations in Spanish).
   • The teacher can, for example, highlight how the role-playing activity helped students practice communication in Spanish in a realistic context, while the writing activity allowed them to apply vocabulary and grammar in a more structured way.
   • Additionally, the teacher can mention how the problem situations presented in the Introduction relate to the skills and knowledge developed during the lesson.

3. Supplementary Materials (1 minute)

   • The teacher will suggest additional materials for students who wish to deepen their learning. This may include links to language learning websites, educational videos in Spanish, songs, and movies in Spanish, among others.
   • For example, the teacher may recommend that students watch a movie in Spanish and practice describing the characters and settings in the classroom, or listen to a song in Spanish and try to identify words and expressions related to 'places' and 'family'.

4. Importance of the Topic in Everyday Life (1 minute)

   • Finally, the teacher will highlight the relevance of the 'places' and 'family' vocabulary in everyday life, explaining that these are common topics in daily conversations and are essential for effective communication in Spanish.
   • The teacher may, for instance, mention that the vocabulary learned in this lesson can be useful in various practical situations, such as when traveling to a Spanish-speaking country, when talking to people of Hispanic origin, or when discussing one's own life and family in Spanish.

The Conclusion is an important stage of the lesson plan, as it helps students consolidate what they have learned, understand the relevance of the topic, and prepare for future learning. Additionally, it provides students with additional resources to explore the topic independently and deepen their knowledge of Spanish.