Lesson Plan - Greetings

Teaching Greetings

Teacher’s Name: Alicia Haack Subject: Language Arts/Grammar

Topic: Greetings Time: 40 minutes

Grade Level: Newcomer Class English Proficiency: Beginning

ELL Goals:

TESOL Standards
Language Arts

Goal 1, Standard 2
To use English to communicate in social settings: Students will interact in, through, and
with spoken and written English for personal expression and enjoyment

Descriptors:

 Describing, reading about or participating in a favorite activity

 Expressing personal needs, feelings, and ideas
 Participating in popular culture

Goal 2, Standard 1
To use English to achieve academically in all content areas: Students will use
English to interact in the classroom

Descriptors:

 Following oral and written directions, implicit and explicit

 Requesting and providing clarification

 Participating in full class, group, and pair discussions

 Asking and answering questions

McRel Standard

Standard 8. Uses listening and speaking strategies for different purposes

Level I [Grade: K-2]

1. Makes contributions in class and group discussions (e.g., reports on ideas and personal
knowledge about a topic, initiates conversations, connects ideas and experiences with
those of others)
2. Asks and responds to questions (e.g., about the meaning of a story, about the meaning
of words or ideas)

3. Follows rules of conversation and group discussion (e.g., takes turns, raises hand to
speak, stays on topic, focuses attention on speaker)

5. Uses level-appropriate vocabulary in speech (e.g., number words; words that describe
people, places, things, events, location, actions; synonyms, antonyms; homonyms, word
analogies, common figures of speech)

6. Gives and responds to oral directions

Objectives: Students will:

1. Identify and use appropriate greetings in a conversation

2. Demonstrate greetings by using in a conversation

Assessment:

1. Teacher observes students use greetings correctly and accurately in a

conversation. (Informal)

2. Teacher observes students’ responses to the informational gap activity.

(Informal).

3. Teacher will orally assess students while telephone cell playing game to
observe the students’ comprehension of greetings and correct usage of students’
language production using game activity – comprehension check (Informal).

Materials:

Dora the Explorer CD

Lap top computer
ESL Ideas worksheet
informational gap greetings activity
cell phones (2)
career cards
small gift (candy) wrapped for each student to respond – thank-you.
Introduction: (Visual Activity) – (5 minutes)
The teacher will greet the students by saying good afternoon (student’s name). How are
you? The teacher may use smiley faces to demonstrate to the students if they are fine,
good, bad etc. Give plenty of wait time.

The teacher will then open telling the students we are going to be working on greetings.
The teacher will play the mini clip from the Dora cd where Dora and Boots introduce
themselves. Play the clip twice. Ask the students why I might of played this clip. It is
important to know how to meet people and some important words that we are going to
learn.

I will introduce Dr. Koubek to the class as my professor from Buena Vista University.
Good afternoon, my name is ______________ will be written on sentence strip and but
up on the board for the students to see. The teacher will ask the students to introduce
themselves to Dr. Koubek.

The vocabulary will be on cards with pictures only while the teacher explains the
vocabulary words:

hi How are you? Fine thank you goodbye please

hello good morning You’re welcome

Providing Input: (10 minutes)

Teacher hands out the worksheet for the students to write the Spanish words next to. The
teacher will say the words and the students will repeat the words from the ESL Ideas.

Guided Participation: (10 minutes)

The teacher will use the white boards for the students to practice the vocabulary using the
worksheet from ESL Ideas:

Good morning
Hello – Hi
How are you?
Thank you
Goodbye
Please
Fine
You’re welcome
What do you say when someone gives you a gift?
What do you say when you want something?
Teacher models informational gap activity giving time for the students to respond
individually.

Extension: (15 minutes)

The teacher will model the greetings with the students. Hello, good afternoon. My name
is Mrs. Haack. How are you? Student respond (fine). The teacher will then say good-by
and the student will respond, (good-bye).

The students will be given two cell phones to pass around as the music is played. The
teacher will model this activity by explaining the phones will be moved around as the
music plays. The teacher will explain the conversation by demonstrating the card
conversation with the students. When the music stops, the students who have the phones
will draw a career card and have a telephone conversation.

Group work: The students will orally produce language by forming sentences using
appropriate greetings in pair work. The students’ responses will be assessed informally
by the teacher as the students have a conversation. Each student should be allowed at
least one turn.

Closure: (5 minutes)
Teacher will praise the students for all of their hard work. The students will then be
asked to go to two school employees and introduce themselves by using the greetings
skills learned. The school employee will then be asked to sign the student’s sheet. This
will be homework for Thursday.

To end the class, the teacher will read the paper clipped pages from the “Thank you”
book by Janet Riehecky. The students will each be given a small wrapped gift (candy).
The students will appropriately respond by saying, “thank-you.” The teacher will
respond, “you’re welcome.”

Multiple Intelligences:

Linguistic
Visual
Musical

Learning Styles:

Visual
Auditory
Activity-oriented learners

Accommodations:
Hearing Impaired

 The movie would need to be closed-captioned for the student.

 All directions would be clearly typed and handed out prior to class.

Talented and Gifted

 Ask for volunteers to write the vocabulary words on the board.

 These children could be allowed to practice and play the telephone game quietly
with another student if they already knew the material from the lesson presented.

Visually Impaired

 The vocabulary word cards would be in large bold print.

Physically Handicapped

 The student would be told prior to class about the directions of the telephone
game.
 A large manipulative (phone) for the student to hold would help the student to be
able to participate in the telephone activity.

References:

Microsoft Office Clip Art. (n.d.) people and gesture clip art. Retrieved November 4,

2007 from www.microsoft.com

Mid-continent Research for Education and Learning. (n.d.) Standards and benchmarks.

Retrieved November 4 from www.mcrel.org

Nick Jr. (2004). Dora the explorer: pirate adventure. Paramount Pictures.

Riehecky, J. (1989). “Thank you”. Childrens Press Hardcover Edition.

Teachers of English to Speakers of Other Languages, Inc. (n.d.) Goals and descriptors.

Retrieved November 4, 2007 from www.tesol.org

 Assignment

Meet someone new

November 6, 2007

Your homework assignment is to meet two new people using the new phrases and
vocabulary you have learned. You may introduce yourself to a teacher, bus driver,
kitchen staff person, custodian, or someone who does not know your name. You may
also practice your new skills with someone you already know.

You will say either good morning, hello, how are you? The person you talk to must sign
your paper before you say goodbye, thank you or nice to meet you.

Have fun meeting someone new.

Good morning. Hello, my name is _____________________. How are you?

Please sign my paper. Thank you. Goodbye.

Signatures of Two People