Lesson Plan | Socioemotional Learning | Vocabulary: Name and Greeting

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage of the Socioemotional Lesson Plan is to introduce students to basic vocabulary for introductions and greetings in English while working on recognizing and expressing their own emotions and those of their peers. This initial process is crucial for building a solid foundation of linguistic and socioemotional skills that will be developed throughout the lesson.

Main Goals

1. Develop the ability to introduce oneself, ask, and respond in English about one's name and emotional state.

2. Encourage the use of basic greetings in English, promoting oral communication practice.

3. Stimulate the identification and expression of emotions when introducing oneself and greeting peers.

Introduction

Duration: (15 - 20 minutes)

Emotional Warm-up Activity

Guided Meditation for Focus and Concentration

The chosen emotional warm-up activity is Guided Meditation. Guided Meditation is a practice that helps students focus their minds, promoting a state of calm and concentration. This activity is especially useful for preparing students for the lesson, reducing anxiety and increasing mindfulness.

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

2. Request that they gently close their eyes and take a few deep breaths, inhaling through their noses and exhaling through their mouths.

3. Suggest that students concentrate their attention on their breathing, feeling the air entering and leaving their bodies.

4. Begin to guide the meditation with a calm and soothing voice, saying phrases like: 'Imagine you are in a calm and safe place, where you feel completely relaxed and happy.'

5. Encourage students to visualize details of this place, such as colors, sounds, and sensations they experience.

6. Continue guiding the meditation for about 5 minutes, maintaining a calm and quiet environment.

7. Gradually, ask students to start bringing their attention back to the classroom environment by slowly moving their fingers and toes.

8. Conclude the meditation by asking students to gently open their eyes and take one last deep breath.

Content Contextualization

Learning to introduce oneself and greet someone in English is not only a linguistic skill but also an essential social practice. Imagine being at an international event and being able to start a conversation with a friendly greeting and a smile. This not only demonstrates respect and interest in the other person, but also opens doors for new friendships and opportunities. Furthermore, recognizing and expressing emotions during these interactions can help create deeper and more authentic connections. By learning these skills, students will be better prepared to navigate multicultural environments and communicate effectively and empathetically.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. Key Components:

2. Greetings in English: Explain to students that greetings are a way to start a conversation politely and friendly. Examples include 'Hello', 'Hi', 'Good morning', 'Good afternoon', and 'Good evening'.

3. Asking for a Name: Emphasize the importance of knowing how to ask someone's name as a way to establish a connection. The key phrase is 'What is your name?'.

4. Responding with a Name: Teach how to respond when someone asks your name. The standard response is 'My name is [your name]'.

5. Asking how someone is: Teach to ask 'How are you?' and its variations, such as 'How are you doing?' or 'How's it going?'.

6. Responding about how one is: Teach common responses, such as 'I'm fine, thank you.', 'I'm good.', 'I'm not so good.', or 'I'm okay.'.

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

8. Examples and Analogies:

9. Example Dialogue:

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 the learning of these greetings and introductions with learning the rules of a new game. Words and phrases are the basic rules that allow students to play the 'game' of communication in English.

Socioemotional Feedback Activity

Duration: (35 - 40 minutes)

Introductions and Greetings in Pairs

Students will practice greetings and introductions in English through a paired role-play activity. Each student will have the opportunity to be both the questioner and the responder, allowing for a complete understanding of the phrases and expressions covered.

1. Divide the class into pairs.

2. Each pair should take turns asking and answering using the phrases taught in the theoretical part.

3. After the initial practice, switch pairs so that students can interact with different classmates.

4. Encourage students to use variations of the questions and answers to increase their vocabulary and fluency.

5. As you circulate the room, offer feedback and assistance as needed, correcting pronunciation and encouraging the proper use of expressions.

6. After the activity, ask some voluntary pairs to present their dialogues to the class.

Group Discussion

After the activity, gather students in a circle for a group discussion using the RULER method. Start by asking students to recognize (Recognize) the emotions they felt during the activity. Ask: 'How did you feel when introducing yourself in English?' Encourage varied responses. Then, help them to understand (Understand) the causes of these emotions by discussing what may have caused anxiety, joy, or discomfort. Ask: 'Why do you think you felt that way?'. Label (Label) the expressed emotions, introducing emotional vocabulary if necessary. For example: 'It seems that many of you felt nervous at first, but became more confident after practicing. That is very common!'. Help students express (Express) their emotions appropriately, encouraging them to share their experiences. Finally, discuss strategies to regulate (Regulate) those emotions in the future: 'What can we do to feel calmer and more confident the next time we need to introduce ourselves in English?'

Conclusion

Duration: (20 - 25 minutes)

Emotional Reflection and Regulation

Suggest students write a reflection or discuss the challenges faced during the lesson and how they managed their emotions. Divide the class into small groups and ask them to share their experiences. Ask: 'What were the most challenging moments for you? How did you feel in those moments?'. Encourage them to write a paragraph or to discuss in groups what they learned about themselves and the strategies they used to cope with challenges.

Objective: The goal of this subsection is to encourage self-assessment and emotional regulation, helping students identify effective strategies for dealing with challenging situations. By reflecting on their experiences, students become more aware of their emotions and behaviors, promoting better self-knowledge and self-control.

Closure and A Look Into The Future

To conclude the lesson, ask students to set a personal goal and an academic goal related to the lesson content. Explain that personal goals can relate to how they feel when introducing themselves in English, and academic goals can involve practicing greetings and introductions outside of the classroom. Encourage them to write these goals down on paper and share them with a classmate.

Possible Goal Ideas:

1. Improve confidence when introducing oneself in English.

2. Practice greetings and introductions with friends and family.

3. Increase vocabulary related to emotions and greetings.

4. Develop strategies to cope with anxiety when speaking in public.

5. Participate more actively in English classes. Objective: The goal of this subsection is to strengthen students' autonomy and the practical application of learning, aiming for continuity in academic and personal development. By setting goals, students are encouraged to reflect on their progress and plan concrete actions to improve their skills and emotional well-being.