Aprende a Presentarte en Inglés: Guía Divertida para Niños y Profesorado en Educación Infantil

Por channelkids 1 crédito 2025-08-28

Educational Project Plan: "Hello! - Introduce Myself"

Component	Details
Project Name	Hello! - Introduce Myself
Grade	1st Grade (Primary)
Duration	4 weeks (4 sessions of 60 minutes each)
Main Issue / Problem	How can I introduce myself and interact with others using basic English vocabulary?
Scenario	Classroom setting
Methodology	Problem-Based Learning (PBL)
Articulating Axes	Critical Interculturality

Educational Project Overview

Objective	Students will learn to introduce themselves, ask and answer basic questions, and use vocabulary related to colors, numbers, and age in English through collaborative problem-solving activities.
Expected Outcomes	Use greetings and self-introduction phrases. Recognize and name colors and numbers 1-10. Ask and answer questions about age and favorite colors. Develop intercultural awareness of greetings and expressions in different cultures.

Week-by-Week Breakdown (Using PBL Phases)

Week	Phase	Time	Activities	Adaptation for 1st Grade
Week 1	Present	10 mins	Pose reflection question: "How do you say hello and introduce yourself in English?" Show pictures of greetings and introductions.	Use visual aids and simple language to promote curiosity and prior knowledge.
Week 1	Collect	10 mins	Brainstorm: What do you already know about greetings and numbers?	Encourage sharing in native language, then connect to English vocabulary.
Week 1	Formulate	10 mins	Define the problem: "How can we learn to greet and introduce ourselves in English?"	Simplify language; create a class poster of key phrases.
Week 1	Organize	15 mins	Form teams of 3-4 students. Assign roles: speaker, listener, helper. Introduce task: practice greetings and introductions.	Use visual cue cards and assign clear, simple roles suited for young learners.
Week 1	Build	10 mins	Practice in teams: role-play greetings and self-introductions. Use flashcards for vocabulary: Hello!, My name is..., What's your name?	Incorporate physical movement and gestures for engagement.
Week 1	Verify & Analyze	3 mins	Class discussion: What words did we learn? How did it feel?	Use thumbs up/down or smiley face stickers for quick feedback.
Week 1	Share	2 mins	Each team presents their role-play. Peer feedback using simple praise ("Good job!").	Keep sharing brief, positive, and encouraging.

Week 2	Present	10 mins	Introduce colors and numbers 1-10 with visual aids and songs. Show images of colors and numbers, ask: "What color is this?"	Use colorful objects and songs to captivate attention.
Week 2	Collect	10 mins	Students share what colors and numbers they know in their native language.	Use translation as a bridge; then introduce English terms.
Week 2	Formulate	10 mins	Define task: "Learn to ask about favorite colors and ages."	Simplify language; create sentence frames: "What's your favorite color?"
Week 2	Organize	15 mins	Small groups practice asking and answering about colors and ages. Use coloring sheets and number cards.	Incorporate hands-on activities with colored paper and number flashcards.
Week 2	Build	10 mins	Role-play: students ask and answer questions about age and favorite color. Use real objects and pictures.	Use visual cues; reinforce with gestures.
Week 2	Verify & Analyze	3 mins	Quick peer checks: Did you understand? What new words did you learn?	Encourage simple yes/no responses or thumbs-up.
Week 2	Share	2 mins	Pairs share their favorite color and age with the class.	Foster confidence with positive reinforcement.

Week 3	Present	10 mins	Recap greetings, introductions, colors, numbers, and questions. Discuss how different cultures greet and introduce themselves.	Highlight intercultural differences and similarities with age-appropriate visuals.
Week 3	Collect	10 mins	Students share their experiences with greetings at home or in other cultures.	Use storytelling to connect intercultural perspectives.
Week 3	Formulate	10 mins	Define the task: "Create a short dialogue using all learned phrases."	Simplify sentences; focus on key vocabulary.
Week 3	Organize	15 mins	In teams, students plan and script their dialogues. Practice with teacher guidance.	Support with sentence stems and vocabulary lists.
Week 3	Build	10 mins	Perform dialogues in front of the class. Use costumes or props for fun.	Use playful elements to increase engagement and confidence.
Week 3	Verify & Analyze	3 mins	Class feedback: What did you like? What was difficult?	Use visual feedback tools like smiley faces.
Week 3	Share	2 mins	Performances shared, praise given.	Celebrate effort and progress.

Week 4	Present	10 mins	Review all learned vocabulary and phrases. Discuss how these skills help in intercultural communication.	Connect to real-world interactions and diversity.
Week 4	Collect	10 mins	Students reflect: "What new words or phrases did you learn?"	Use drawing or sentence completion for expression.
Week 4	Formulate	10 mins	Plan final mini-presentation: greet, introduce, say favorite color and age.	Use familiar phrases; scaffold as needed.
Week 4	Organize	15 mins	Practice in pairs or small groups for final performance. Prepare simple props or drawings.	Encourage creativity and self-expression.
Week 4	Build	10 mins	Final presentations to the class. Peer and teacher feedback.	Focus on positive reinforcement and intercultural respect.
Week 4	Verify & Analyze	3 mins	Reflect on what was learned and how they felt. Group discussion: How do greetings differ in cultures?	Encourage intercultural awareness and empathy.
Week 4	Share	2 mins	Celebrate with a small "International Greetings" party. Display student work and phrases.	Reinforce learning and cultural appreciation.

Key Adaptations for 1st Grade Students

Use visual aids (flashcards, pictures, objects).
Incorporate songs, movement, and role-play to maintain engagement.
Simplify language; use sentence frames and gestures.
Foster a supportive environment for sharing and intercultural understanding.
Use positive reinforcement and encourage peer learning.

Assessment and Evaluation

Observation during role-plays and presentations.
Participation in activities and discussions.
Use of a simple checklist to monitor vocabulary use.
Student reflections through drawings or simple sentences.
Final mini-presentation assessment focusing on comprehension and confidence.

Intercultural Critical Axis

Highlight different greetings and introductions worldwide.
Encourage students to compare and respect cultural differences.
Promote intercultural dialogue through activities and discussions.

This comprehensive PBL-based project ensures active, meaningful learning aligned with modern educational principles, fostering language skills, intercultural awareness, and social interaction for 1st-grade students.

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