Lesson 2: Greetings II (required*)
Lesson Plan
Learning Objectives:
 Student can say greetings according to the time of day
 Students can ask “how are you”
 Students are introduced to the alphabet
Vocabulary:
 State Good Morning, Good Afternoon, Good Evening/Night
 How are you? Fine/good, Thank you
 Start to identify letters and their correlating English sound.
 Vowels, b & v, will be the most difficult
Required Materials:
 Whiteboard, markers
 Alphabet visuals
Lesson Plan:
Review “What is your first name” and “What is your last name”
Good Morning, Afternoon, Evening:
1. Demonstrate to the class Good morning, afternoon, and night
a. Write good morning on the board coupled with a drawing/picture of the
morning.
b. Teachers (T1, T2) say good morning to one another, and then ask the class to
repeat after you
i. To check understanding, ask the class if they know what good morning
means in Spanish
ii. Repeat this same list of actions with good afternoon and good night,
making sure to use picture representations
How are you?
1. Return to the front to demonstrate: How are you, I am fine, how are you?
2. Model this conversation for the class:
a. T1: Hello
b. T2: Hello
c. T1: How are you?
d. T2:I am fine/good, how are you?
e. T1: I am fine/good, thank you.
3. Write this whole conversation on the board, making it clear that there are two
4.
5.
6.
7.
different people communicating. All lines should not be spoken by just one person
Now that it is on the board, show this conversation again between the teachers
Then have this conversation between teacher and students around the room
Make sure each student has a chance to complete this conversation with a teacher
Have the students pair up to have this conversation.
Once a pair finishes, then they must find another student to have the same
conversation
Alphabet:
1. Write out each capital letter on whiteboard/white paper
2. Slowly state out-loud each letter of the alphabet while pointing at the corresponding
letter
3. State each letter individually and ask the class to repeat after you
a. If possible, have some visual representation of a letter
i. For example, have an apple for a, a ball for b, and so on
b. Go over alphabet again, except this time say the letter and then the
corresponding word. Have students repeat the word