Educational Project Plan: "Hello! - Introduce Myself"
Grade: 1st Grade (Primary)
Main Issue: Students will learn to interact and introduce themselves using basic English vocabulary and phrases, including greetings, colors, numbers, and personal information.
Scenario: Classroom
Methodology: Problem-Based Learning (PBL)
Articulating Axes: Critical Interculturality
| Component | Details |
|---|---|
| Project Duration | 4 weeks (8 sessions, 45 minutes each) |
| Main Focus | Developing communication skills in basic English for self-introduction and interpersonal interaction |
| Learning Outcomes | - Use greetings and questions appropriately<br>- Name colors and numbers in English<br>- Ask and answer questions about age, name, and favorite color<br>- Understand the importance of cultural diversity in communication |
| Stage | Time & Activities | Description & Adaptation |
|---|---|---|
| Present | 10 mins | Pose reflection: "Why is it important to say hello and introduce ourselves in another language?" Use pictures and simple questions to engage students. |
| Collect | 15 mins | Brainstorm: What do you already know about talking to new people? Share experiences. Use drawings to elicit responses. |
| Formulate | 10 mins | Define the problem: "How can we learn to say hello, ask names, and talk about our favorite colors in English?" Use a visual mind map. |
| Organize | 10 mins | Form teams of 3-4 students. Assign roles (speaker, listener, writer). Prepare materials like flashcards, color charts, and number cards. |
| Build | 30 mins | Engage in activities like role-plays, dialogues, and games to practice introductions, colors, and numbers. Use real objects and visual aids. |
| Verify & Analyze | 15 mins | Peer and teacher feedback. Students demonstrate their dialogues. Reflect on what was learned. Use checklists to assess understanding. |
| Share | 10 mins | Present their dialogues to the class. Discuss cultural differences in greetings and introductions. Emphasize respect and understanding. |
| Stage | Activities | Materials & Adaptations |
|---|---|---|
| Present | - Teacher shows pictures of different greetings and introduces key phrases.<br>- Ask: "What do we say when we meet someone?" | Pictures of greetings, puppets; simple language for clarity. |
| Collect | - Students share how they say hello or introduce themselves in their language.<br>- Drawings of students' experiences. | Drawing sheets, markers, personal stories. |
| Formulate | - Create a class mind map: "How do we say hello?" "What do we ask?"<br>- Write key questions on the board. | Visual aids, large paper, stickers for ideas. |
| Organize | - Teams design mini-dialogues.<br>- Practice using flashcards for colors and numbers.<br>- Assign roles for role-plays. | Flashcards, color charts, number cards. |
| Build | - Perform role-plays: students greet, ask names, talk about favorite colors and ages.<br>- Use real objects (colored pencils, number blocks). | Classroom props, visual aids, reinforcement of vocabulary. |
| Verify & Analyze | - Teacher and peer review: Did students use correct phrases?<br>- Self-assessment checklists. | Checklists, observation sheets. |
| Share | - Students present their dialogues to classmates.<br>- Discuss cultural differences in greetings and introductions. | Presentation space, photos/videos for documentation. |
| Aspect | Activities & Focus | Goal |
|---|---|---|
| Understanding Diversity | Discuss different ways people greet in various cultures (e.g., handshake, bow, wave). Use pictures and stories. | Foster respect and curiosity about cultural differences. |
| Cultural Appreciation | Students share greetings from their own culture and compare with English greetings. | Promote intercultural awareness and appreciation. |
| Reflective Discussion | How can we be respectful when someone greets us differently? | Develop critical thinking about intercultural communication. |
| Week | Session | Focus & Activities |
|---|---|---|
| Week 1 | Session 1 | Present & Collect: Introduction to greetings and sharing previous knowledge |
| Session 2 | Formulate & Organize: Define problem, organize teams, plan dialogues | |
| Week 2 | Session 3 | Build: Practice dialogues, learn colors and numbers; role-play activities |
| Session 4 | Build & Verify: Continue practice, peer feedback, self-assessment | |
| Week 3 | Session 5 | Build: Cultural exploration of greetings worldwide |
| Session 6 | Share: Students present dialogues, reflect on intercultural differences | |
| Week 4 | Session 7 | Consolidation & Review: Repetition games, vocabulary quizzes |
| Session 8 | Final Presentations & Reflection: Share personal introductions, celebrate learning |
| Aspect | Indicators | Methods |
|---|---|---|
| Communication | Uses greetings, questions, and responses correctly | Observation, checklists, recordings |
| Vocabulary | Correct use of colors, numbers, and personal info | Quizzes, role-play evaluation |
| Cultural Awareness | Demonstrates understanding of different greetings | Discussions, reflection sheets |
| Teamwork & Participation | Active participation and cooperation | Peer assessment, teacher observations |
| Materials | Description |
|---|---|
| Pictures & flashcards | Greetings, colors, numbers |
| Color charts & number blocks | Visual aids for learning |
| Puppets & props | Role-playing activities |
| Drawing sheets & markers | Express ideas visually |
| Cultural stories & videos | Promote intercultural understanding |
This comprehensive plan uses Problem-Based Learning to encourage active, contextualized learning rooted in real-world communication, fostering intercultural understanding while engaging 1st-grade students in an age-appropriate and meaningful way.