Lesson Plan | Socioemotional Learning | Vocabulary: Name and Greeting

Objective

Duration: (10 - 15 minutes)

The goal of this stage in the Social-Emotional Learning Plan is to help students learn fundamental vocabulary for introductions and greetings in English, while also focusing on recognizing and expressing their own emotions alongside those of their peers. This foundational step is vital for developing both linguistic and socio-emotional skills, which will be fostered throughout the lesson.

Objective Utama

1. Enhance the ability to introduce oneself, ask, and respond in English about names and emotional well-being.

2. Promote the use of basic greetings in English, encouraging oral communication practice.

3. Encourage students to identify and express their emotions when greeting classmates and introducing themselves.

Introduction

Duration: (15 - 20 minutes)

Emotional Warmup Activity

Guided Meditation for Focus and Concentration

The selected warm-up activity is Guided Meditation. This practice helps students centre their thoughts, instilling a sense of calm and focus. It's particularly beneficial for easing nervousness and enhancing mindfulness before the lesson begins.

1. Ask the students to sit comfortably in their chairs, with feet flat on the floor and hands resting in their laps.

2. Instruct them to gently close their eyes and take several deep breaths, inhaling through the nose and exhaling through the mouth.

3. Encourage them to concentrate on their breathing, feeling the air as it enters and exits their bodies.

4. Begin guiding the meditation in a calm voice, using phrases such as: 'Imagine yourself in a peaceful, safe place where you feel relaxed and happy.'

5. Invite the students to picture details of this place, like the colours, sounds, and sensations they are experiencing.

6. Continue guiding the meditation for around 5 minutes, ensuring a peaceful, quiet environment.

7. Gradually ask the students to redirect their focus back to the classroom, gently moving their fingers and toes.

8. Conclude the meditation by prompting them to open their eyes slowly and take one final deep breath.

Content Contextualization

Learning to introduce oneself and greet others in English is not just a language skill; it’s a significant social practice. Imagine attending a cultural gathering and effortlessly starting a chat with a warm smile and greeting. This type of interaction not only reflects respect and interest but also opens up avenues for new friendships and experiences. Moreover, acknowledging and expressing emotions during these exchanges can foster more meaningful connections. By acquiring these skills, students will be better equipped to engage in multicultural settings and communicate with empathy and clarity.

Development

Duration: (60 - 75 minutes)

Theory Guide

Duration: (20 - 25 minutes)

1. Key Components:

2. Greetings in English: Explain to the students that greetings are a courteous and friendly way to initiate conversations. Examples include 'Hello', 'Hi', 'Good morning', 'Good afternoon', and 'Good evening.'

3. Asking for a Name: Highlight the importance of asking for someone's name as a means of creating a connection. The essential phrase is 'What is your name?'.

4. Responding with a Name: Teach them how to reply when asked for their name. The standard response is 'My name is [your name]'.

5. Inquiring About Well-being: Teach how to ask 'How are you?' along with variations like 'How are you doing?' or 'How's it going?'.

6. Responding to Well-being: Educate on common responses such as 'I'm fine, thank you.', 'I'm good.', 'I'm not so good.', or 'I'm okay.'.

7. Goodbye Expressions: Include common farewells like 'Goodbye', 'Bye', 'See you later', and 'Take care'.

8. Examples and Analogies:

9. Dialogue Example:

10. A: Hello! What is your name?

11. B: Hi! My name is John. What is your name?

12. A: My name is Maria. How are you, John?

13. B: I'm good, Maria. How are you?

14. A: I'm fine, thank you. Goodbye!

15. B: Bye, see you later!

16. Analogies: Compare learning these greetings and introductions to grasping the rules of a new game. The words and phrases are the essential guidelines that enable students to engage in the 'game' of communication in English.

Activity with Socioemotional Feedback

Duration: (35 - 40 minutes)

Introductions and Greetings in Pairs

In pairs, students will practice greetings and introductions in a role-play format. Each student will have the chance to both ask questions and provide answers, ensuring a comprehensive understanding of the phrases and expressions discussed.

1. Divide the class into pairs.

2. Each pair should alternate asking and responding using the phrases taught in the theoretical section.

3. After a round of practice, mix the pairs so students can engage with different classmates.

4. Encourage them to utilize variations of the questions and answers to broaden their vocabulary and fluency.

5. Circulate around the room to offer feedback and assistance, correcting pronunciation, and encouraging proper use of phrases.

6. After the activity, invite some volunteer pairs to present their dialogues to the class.

Discussion and Group Feedback

Once the activity concludes, arrange the students in a circle for a group discussion applying the RULER method. First, prompt students to recognize the emotions they experienced during the activity. Ask: 'How did you feel when introducing yourself in English?' Encourage a variety of responses. Next, guide them to understand why they felt that way, discussing what might have triggered feelings of anxiety, joy, or discomfort. Propose: 'What caused those feelings?'.

Label by introducing relevant emotional vocabulary as needed. For instance: 'It seems many of you felt nervous initially but became more confident after practicing. This is quite normal!'. Assist students in expressing their feelings appropriately, encouraging them to share their unique experiences. Finally, converse about strategies to help them regulate those emotions for future interactions: 'What can we do to feel calmer and more self-assured the next time we introduce ourselves in English?'

Conclusion

Duration: (20 - 25 minutes)

Reflection and Emotional Regulation

Encourage students to participate in a written reflection or a group discussion regarding the challenges faced during the lesson and how they managed their emotions. Organise the class into small groups to share their experiences. Ask: 'What were your toughest moments? How did you feel during those times?'. Inspire them to either write a paragraph or discuss in groups what they learned about themselves along with the strategies used to tackle any challenges.

Objective: The aim of this segment is to motivate self-assessment and emotional regulation, assisting students in pinpointing effective strategies to face difficult situations. By reflecting on their experiences, they become more aware of their emotions and actions, encouraging better self-awareness and self-control.

Glimpse into the Future

To wrap up the lesson, prompt students to establish a personal goal and an academic goal connected to the lesson content. Explain that personal goals may pertain to their feelings about introducing themselves in English, while academic goals could involve further practicing greetings and introductions outside the classroom. Encourage them to jot down these goals on paper and discuss them with a partner.

Penetapan Objective:

1. Boost confidence when introducing oneself in English.

2. Practice greetings and introductions with friends and family.

3. Expand vocabulary related to feelings and greetings.

4. Develop techniques to manage anxiety when speaking in public.

5. Engage more actively in English classes. Objective: The aim of this section is to reinforce the students' autonomy and the practical application of their learning, striving for continuity in their academic and personal growth. By setting goals, students will be prompted to reflect on their progress and devise specific actions to enhance their skills and emotional well-being.