Objectives (5 - 10 minutes)

1. Vocabulary Comprehension: Students should be able to identify and understand vocabulary related to parts of the human body in English, such as 'head', 'arms', 'legs', 'eyes', 'nose', 'ears', 'mouth', 'shoulders', 'hands', 'feet', 'fingers', 'toes', etc. This includes the ability to differentiate the words according to the body part they refer to.

2. Contextual Use: Students should be able to use the learned words in sentences and appropriate contexts. This includes the ability to describe the location of a pain or sensation, talk about someone's physical characteristics, among other uses.

3. Practical Application: Students should be able to apply the learned vocabulary in practical situations, such as in games, role-playing activities, and simulated conversations. This will help reinforce learning and make it more meaningful.

Secondary Objectives:

• Listening Skills Development: Through listening exercises, students should be able to identify the parts of the human body mentioned in English, even if they have not seen them written.

• Pronunciation Development: Students should have the opportunity to practice the correct pronunciation of words, whether through repetition, vocabulary games, or role-playing activities.

Introduction (10 - 15 minutes)

1. Content Review: The teacher should start the lesson by reminding students of vocabulary related to the human body that has already been taught in previous classes. This may include simpler body parts like 'hand' and 'foot', and will serve as a foundation for introducing new words. (3 - 5 minutes)

2. Problem Scenarios: The teacher should present two scenarios that illustrate the importance of the vocabulary to be learned. For example, students can be asked how they would describe where it hurts if they were in a country where they do not speak the native language. Or, how they would ask someone to point to a specific body part in a game or play. These scenarios should encourage students to think about the practical utility of what they are learning. (3 - 5 minutes)

3. Contextualization: The teacher should then contextualize the importance of the vocabulary, explaining that the ability to describe the parts of the human body is essential in many real-life situations, such as doctor's visits, sports practice, emergency situations, among others. Additionally, it can be mentioned that the vocabulary to be learned is frequently used in English songs, movies, and TV series. (2 - 3 minutes)

4. Topic Introduction: To spark students' interest, the teacher can share some curiosities about the topic. For example, it can be mentioned that the term 'toe' comes from the old word 'ta', which means 'to make contact with the ground', or that the word 'shoulders' comes from the word 'sculdor', which means 'the one that carries'. Another interesting curiosity may be that some cultures have specific words for body parts that do not exist in other languages, such as 'metacarpus' (the part of the hand between the wrist and the fingers) in medical English. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Content Presentation (10 - 12 minutes):

   • The teacher should present a list of words related to the parts of the human body in English. This list may include words like 'head', 'arms', 'legs', 'eyes', 'nose', 'ears', 'mouth', 'shoulders', 'hands', 'feet', 'fingers', 'toes', etc.
   • Each word should be introduced clearly and distinctly, with its correct pronunciation. The teacher can use images, diagrams, or even act out the word to help convey the meaning.
   • It is important for the teacher to explain the differences between some words, such as 'foot' and 'feet', 'hand' and 'hands', 'finger' and 'fingers', 'toe' and 'toes', etc., so that students can use them correctly in their own sentences.
   • Additionally, the teacher can explain the meaning of some compound words that use the studied vocabulary, such as 'earache', 'headache', 'footprint', 'handbag', 'fingerpaint', etc.

2. Practical Activities (10 - 13 minutes):

   • Guessing Game: The teacher divides the class into groups and gives each group a set of cards with words from the studied vocabulary. One student from each group picks a card and tries to describe the word to the rest of the group without saying the word itself. The group must guess the word as quickly as possible. This game helps students practice describing body parts in English.
   • Role-Playing Activity: The teacher gives each group a different situation that involves the use of the studied vocabulary. For example, one group may be tasked with role-playing a scene where a person is describing where it hurts to a doctor, another group may have to role-play a scene where a person is describing another person's appearance to a police officer, and so on. This activity helps students practice using the vocabulary in real contexts.
   • Sentence Building: The teacher provides each student with a set of words from the studied vocabulary. Students must then use these words to build sentences. For example, a set of words may include 'head', 'shoulders', 'knees', 'toes', 'eyes', 'nose', 'mouth'. A student can construct the sentence 'I have a head, shoulders, knees and toes. I have eyes, nose and mouth.' This activity helps students practice using the vocabulary in complete sentences.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes):

   • The teacher should invite each group to share their solutions or conclusions from the role-playing and sentence-building activities. Each group should have a maximum of 3 minutes to present. During the presentations, the teacher should encourage other students to ask questions and offer constructive feedback.
   • The teacher should take this opportunity to highlight the sentences or descriptions that correctly use the studied vocabulary and to correct any errors or misunderstandings. For example, if a group described a headache as a 'headache of the head', the teacher can explain that the word 'headache' already includes the word 'head', so it is not necessary to repeat it.

2. Theory Connection (2 - 3 minutes):

   • After the presentations, the teacher should summarize the main points raised by the students and explain how they relate to the theory presented at the beginning of the lesson. For example, the teacher can mention that the role-playing activities helped students practice using the vocabulary in real contexts, while the sentence-building activities helped students use the vocabulary in complete sentences.
   • The teacher should also highlight any common errors that were observed during the activities and suggest ways to avoid them in the future. For example, if many students were confusing 'hand' with 'hands', the teacher can suggest practicing counting the fingers on their hands in English.

3. Individual Reflection (3 - 5 minutes):

   • The teacher should propose that students reflect individually on what they learned during the lesson. To facilitate this reflection, the teacher can ask questions like: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'
   • After a minute of silent reflection, the teacher can invite some students to share their answers with the class. This can help identify any gaps in students' understanding and plan future lessons to address these gaps.
   • The teacher should encourage students to be honest in their reflections and to express any difficulties or confusions they may have. This can help create an open and welcoming learning environment where students feel comfortable asking for help or clarification.

4. Teacher Feedback (2 - 3 minutes):

   • Finally, the teacher should provide feedback to students on their performance during the lesson. This may include praise for efforts and achievements, suggestions for areas to improve, and guidance for future studies. The teacher should also encourage students to bring any doubts they may have to the next lesson.
   • The teacher should end the lesson by reinforcing the importance of the learned vocabulary and encouraging students to practice it outside the classroom. This may include homework assignments, such as describing a family member's appearance or the location of a pain, or review activities, such as crosswords or memory games with the learned vocabulary.

Conclusion (5 - 10 minutes)

1. Content Summary (2 - 3 minutes):

   • The teacher should recap the main points covered in the lesson, reinforcing the learned vocabulary and its practical application.
   • The importance of learning to describe the parts of the human body in English should be emphasized, highlighting the relevance of this knowledge in everyday situations, such as in doctor's visits, sports practice, emergency situations, among others.
   • The teacher can revisit the curiosities shared in the Introduction, reinforcing the connection between vocabulary and the real world.

2. Theory-Practice Connection (1 - 2 minutes):

   • The teacher should explain how the lesson connected theory with practice.
   • It should be emphasized how the role-playing activities, guessing game, and sentence-building allowed students to apply the vocabulary meaningfully and in real contexts.
   • The teacher can mention examples of how students correctly used the vocabulary during the activities, highlighting the progress made throughout the lesson.

3. Supplementary Materials (1 - 2 minutes):

   • The teacher should suggest supplementary study materials for students to deepen their knowledge on the topic.
   • This may include language learning websites, vocabulary apps, YouTube videos, English songs that use the learned vocabulary, among others.
   • The teacher can encourage students to explore these resources at home as part of their study practice.

4. Subject Relevance (1 - 2 minutes):

   • Finally, the teacher should summarize the importance of the topic presented for students' daily lives.
   • It should be emphasized that the ability to describe the parts of the human body in English is a valuable skill that can be used in many real-life situations.
   • The teacher can encourage students to continue practicing the learned vocabulary, both orally and in writing, to strengthen their understanding and retention of the content.