| Week 1 | Present | 10 mins | - Pose reflection question: "How do you say hello and introduce yourself in English?"<br>- 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.<br>- Assign roles: speaker, listener, helper.<br>- 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.<br>- 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.<br>- 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.<br>- 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.<br>- 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.<br>- 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.<br>- 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.<br>- Practice with teacher guidance. | Support with sentence stems and vocabulary lists. |
| Week 3 | Build | 10 mins | - Perform dialogues in front of the class.<br>- 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.<br>- 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.<br>- Prepare simple props or drawings. | Encourage creativity and self-expression. |
| Week 4 | Build | 10 mins | - Final presentations to the class.<br>- 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.<br>- 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.<br>- Display student work and phrases. | Reinforce learning and cultural appreciation. |