Thanks and Congratulations

Lesson Plan

Overview Introduction Core Activities Conclusion Worksheet Assessment

Detailed English Lesson Plan

Material: Expressing Thanks & Congratulations

For Elementary School (Grade 4/5) - 90 Minutes

I. Lesson Overview

Learning Objectives

By the end of this lesson, students will be able to confidently and politely use English to express gratitude and joy in various situations.

• Identify common expressions for thanking and congratulating.
• Use appropriate expressions of thanks and congratulations in simple contexts.
• Respond appropriately to expressions of thanks and congratulations.
• Demonstrate confidence and politeness when interacting in English.

Materials Needed

• Whiteboard/Blackboard and markers/chalk
• Flashcards with situations (e.g., "Someone gives you a gift," "Your friend wins a race")
• Flashcards with expressions (e.g., "Thank you," "You're welcome," "Congratulations!")
• Small ball or soft toy for icebreaker
• Worksheet copies
• Pencils/Pens
• Optional: Simple props for role-play (e.g., a "gift" box, a "trophy")

Teaching Methods

• Communicative Language Teaching (CLT)
• Total Physical Response (TPR) elements
• Interactive Games
• Role-play
• Group Work

IV. Lesson Stages: A. Introduction (15 minutes)

1. Greetings & Warm-up (5 minutes)

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**Teacher Action:** Stand at the front of the class, smile, and make eye contact with students.

**Teacher Script:** "Good morning, everyone! How are you today?" (Wait for responses like "I'm fine," "I'm good," etc.)

**Teacher Action:** Encourage students to respond individually or as a group.

**Teacher Script:** "Are you happy to be here? Are you ready to learn English today?" (Encourage "Yes!" or thumbs up).

2. Ice Breaker: "Pass the Clap & Say" (10 minutes)

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**Objective:** To energize students, get them speaking simple English phrases, and build a sense of community.

**Preparation:** Ensure students are seated in a circle, or can easily form one. Have a small, soft ball or toy ready.

**Instructions:**

• **Teacher Action:** Hold up the ball/toy. "Okay, everyone, let's play a game! It's called 'Pass the Clap & Say'."
• **Teacher Action:** Explain the rules clearly, demonstrating as you go. "We will pass this ball around the circle. When you get the ball, you need to say an English word or a very short phrase. Then, the next person repeats what you said and adds their own word or phrase. We will try to remember all the words!"
• **Teacher Action:** Start the game. "I will start. My word is 'Hello!'" (Pass the ball to the student next to you).
• **Student 1 Action:** Receives the ball. "Hello!" (Passes the ball).
• **Student 2 Action:** Receives the ball. "Hello! Good morning!" (Passes the ball).
• **Teacher Action:** Continue to facilitate, reminding students to repeat all previous phrases. If a student struggles, gently prompt them or invite the class to help: "Can anyone help [Student's Name] remember the words?" Keep the pace lively.
• **Teacher Action:** After a few rounds, or when the chain gets long and challenging, stop the game. "Wow, you all have amazing memories! Great job remembering so many English words!"

**Transition:** "That was fun, right? You're all so good at speaking English! Today, we are going to learn some very important and polite English words that you can use every day. Are you ready?"

IV. Lesson Stages: B. Core Activities (60 minutes)

1. Introducing "Thanks" (15 minutes)

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Concept Explanation (5 minutes):

• **Teacher Action:** Hold up a pretend gift (or a real small object like a pencil). Approach a student and pretend to give it to them.
• **Teacher Script:** "Look! I have a gift for [Student's Name]! Here you go."
• **Teacher Action:** Prompt the student. "What should [Student's Name] say to me?"
• **Teacher Action:** Guide students to "Thank you." If they say it in Indonesian, gently provide the English equivalent.
• **Teacher Action:** Write "Thank you" clearly on the whiteboard. "Yes! We say 'Thank you' when someone gives us something nice, or helps us."
• **Teacher Action:** **Provide examples:**
  • "If I give you a book, you say, **'Thank you!'**"
  • "If your friend helps you with your homework, you say, **'Thank you for helping me!'**"
  • "If someone cooks you a delicious meal, you say, **'Thank you for the delicious food!'**"
• **Teacher Action:** Now, role-play the response. "And what do I say back to [Student's Name]?"
• **Teacher Action:** Guide them to responses like "You're welcome," "No problem," or "My pleasure." Write these on the board next to "Thank you." "These are ways to say 'Okay, it was no trouble' or 'I was happy to help you'."
• **Teacher Action:** **Provide examples:**
  • If someone says "Thank you," you can say, **"You're welcome!"**
  • If someone says "Thanks for the help," you can say, **"No problem!"**
  • If you really enjoyed helping, you can say, **"My pleasure!"**

Practice (10 minutes):

• **Choral Repetition (3 minutes):** Students repeat "Thank you," "You're welcome," etc., after the teacher.
• **Pair Practice (4 minutes):** Students practice saying "Thank you" and "You're welcome" with a partner, using simple gestures (e.g., pretending to give/receive something).
• **Situational Practice with Flashcards (3 minutes):** Use flashcards with simple scenarios (e.g., "Someone helps you," "Someone gives you a compliment"). Students say "Thank you" and "You're welcome."

2. Introducing "Congratulations" (15 minutes)

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Concept Explanation (5 minutes):

• **Teacher Action:** Show a picture of someone winning a race or getting a good score on a test. Or, act out a scenario: "Imagine [Student's Name] just got a perfect score on the math test! Wow!"
• **Teacher Script:** "What do we say when someone does something really great, or wins something, or achieves something good?"
• **Teacher Action:** Guide them to "Congratulations!" If they say it in Indonesian, gently provide the English equivalent.
• **Teacher Action:** Write "Congratulations!" clearly on the whiteboard. "Yes! We say 'Congratulations!' when someone has a success."
• **Teacher Action:** **Provide examples:**
  • "If your friend wins a drawing contest, you say, **'Congratulations! You did great!'**"
  • "If your classmate gets a new bicycle, you can say, **'Congratulations on your new bike!'**"
  • "If your team wins a game, you can shout, **'Congratulations, Team!'**"
• **Teacher Action:** Role-play the response. "And what does [Student's Name] say back when someone congratulates them?"
• **Teacher Action:** Guide them to "Thank you" or "Thanks a lot." Write these on the board. "They say 'Thank you' or 'Thanks a lot' because they are happy you are happy for them."
• **Teacher Action:** **Provide examples:**
  • If someone says "Congratulations!" to you, you can say, **"Thank you!"**
  • If someone says "Congratulations on your exam!" you can say, **"Thanks a lot!"**

Practice (10 minutes):

• **Choral Repetition (3 minutes):** Students repeat "Congratulations!" and "Thank you."
• **Pair Practice (4 minutes):** Students practice saying "Congratulations!" and "Thank you" with a partner, using gestures (e.g., high-fives, thumbs up).
• **Situational Practice with Flashcards (3 minutes):** Use flashcards with simple scenarios (e.g., "Your friend scores a goal in football," "Your friend finishes a difficult puzzle," "Your friend's birthday"). Students say "Congratulations!" and "Thank you."

3. Game: "Thanks & Congrats Charades" (15 minutes)

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**Objective:** To reinforce understanding and usage of expressions through active, fun participation and non-verbal communication.

**Preparation:** Have slips of paper with scenarios for "Thanks" and "Congratulations" ready in a hat or bag. Divide the class into two teams.

**Instructions:**

• **Teacher Action:** Explain the rules: "One person from a team will come to the front and pick a paper. On the paper is a situation. You must act out the situation without speaking! Your team will guess what you are doing, and then say the correct English phrase: 'Thank you!' or 'Congratulations!'"
• **Teacher Action:** Demonstrate one example yourself (e.g., mime receiving a gift and then point to your mouth, prompting "Thank you").
• **Teacher Action:** "If your team guesses correctly and says the right phrase, you get one point! The team with the most points wins!"
• **Teacher Action:** Call the first student from Team A. Ensure the student understands their scenario before they start acting. Set a time limit (e.g., 30 seconds).
• **Teacher Action:** Keep score on the board. Encourage loud and clear guessing from the teams. Provide gentle hints if a team is struggling.
• **Teacher Action:** After all scenarios are used or time is up, announce the winning team.

4. Worksheet Activity (15 minutes)

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**Objective:** To provide individual practice, assess comprehension, and consolidate learning in a written format.

**Preparation:** Have copies of the "Thanks and Congratulations Worksheet" ready for each student.

**Instructions:**

• **Teacher Action:** Distribute the worksheets. "Look at Part 1: 'Match the Picture to the Expression!' You need to draw a line from the picture to the correct English phrase."
• **Teacher Action:** "Next, Part 2: 'Fill in the Blanks!' Read the sentences and choose the best word from the box to complete them."
• **Teacher Action:** "Finally, Part 3: 'What would you say?' Read the situation and write down the English expression you would use."
• **Teacher Action:** "You have 15 minutes to complete the worksheet. If you have questions, raise your hand."
• **Teacher Action:** Circulate, observing, assisting, and checking for understanding.
• **Teacher Action:** After 15 minutes, "Okay, pencils down! Let's check our answers together." Go through each question as a class.

IV. Lesson Stages: C. Conclusion (15 minutes)

1. Review and Recap (5 minutes)

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**Teacher Action:** Gather students' attention. "Alright, everyone, let's remember what we learned today!"

• **Teacher Script:** "When someone gives us something nice or helps us, what do we say?" (Students: "Thank you!").
• **Teacher Script:** "And when someone says 'Thank you,' what can we say back?" (Students: "You're welcome! / No problem! / My pleasure!").
• **Teacher Script:** "When someone does something amazing, like winning a game or getting a good score, what do we say?" (Students: "Congratulations!").
• **Teacher Script:** "And when someone says 'Congratulations!' to us, what do we say?" (Students: "Thank you! / Thanks a lot!").

2. Role-Play/Demonstration (5 minutes)

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**Objective:** To allow students to demonstrate their oral language skills in a structured, interactive way.

• **Teacher Action:** Invite 2-3 pairs of volunteers to come to the front.
• **Teacher Action:** Give each pair a simple scenario or let them choose one.
  • *Scenario 1:* "You helped your friend carry their heavy bag. Your friend says **'Thank you,'** and you respond, **'You're welcome!'**"
  • *Scenario 2:* "Your friend just told you they won a drawing competition. You congratulate them, **'Congratulations! You won!'** and they respond, **'Thank you!'**"
• **Teacher Action:** Encourage them to use gestures and clear voices.
• **Teacher Action:** After each pair, give positive feedback.

3. Wrap-up & Homework (5 minutes)

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**Teacher Action:** "You all did an amazing job today! I am so proud of how well you learned to say 'Thank you' and 'Congratulations!'"

**Teacher Script:** "For homework, I want you to be like little English detectives! Listen carefully at home, with your family, and with your friends. When you hear someone say 'Thank you' or 'Congratulations,' or when you use it yourself, remember it! Next class, we will share one example."

**Teacher Script:** "And try to use these words yourselves! Be polite and kind. It makes people happy!"

**Teacher Script:** "That's all for today, everyone! See you next time! Goodbye!"

V. Worksheet: Thanks and Congratulations

This worksheet provides individual practice for students to reinforce their understanding of "Thanks" and "Congratulations" expressions.

Name: _________________________

Class: _________________________ Date: _________________________

Part 1: Match the Picture to the Expression!

Draw a line from the picture to the correct English expression.

1. A hand giving a gift to another hand.

2. Two people shaking hands, one holding a trophy.

3. A person smiling and saying something to someone who helped them.

4. A person smiling after being congratulated.

A. Congratulations!

B. Thank you!

C. You're welcome!

D. Thanks a lot!

Part 2: Fill in the Blanks!

Complete the sentences with the best word from the box.

**(Words: Thank, Congratulations, welcome, problem)**

• A: Here's a present for you! B: ___________ you!
• A: You won the race! B: ___________!
• A: Thank you for helping me. B: You're ___________.
• A: I got a perfect score! B: ___________! That's amazing!
• A: Thanks for the delicious food. B: No ___________.

Part 3: What would you say?

Write the best expression for each situation.

• Your friend gives you a delicious candy. You say: _________________________________________
• Your friend tells you they got a new bicycle. You say: _________________________________________
• Your teacher helps you understand a difficult question. You say: _________________________________________
• Your classmate tells you, "Congratulations on your new pet!" You say: _________________________________________
• Someone says "Thank you" to you. You say: _________________________________________

VI. Assessment Details

A multi-faceted approach to assessment ensures a comprehensive understanding of student progress.

A. Observational Assessment (During Activities)

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Observe students' engagement and language use throughout the lesson, especially during games and pair work.

• **Participation and Engagement:** Active involvement, enthusiasm.
• **Oral Production (Fluency & Accuracy):** Pronunciation, correct usage, attempts to speak.
• **Understanding of Context:** Using the right expression for the situation.
• **Teamwork and Politeness:** Collaboration and respectful interaction.

Rubric for Observational Assessment:

Criteria	3 (Excellent)	2 (Good)	1 (Needs Improvement)
Participation	Actively participates, enthusiastic.	Participates when prompted, generally engaged.	Reluctant to participate, easily distracted.
Oral Production	Uses expressions clearly, accurately, and confidently.	Uses expressions with some clarity, minor errors.	Struggles with pronunciation, hesitant to speak.
Contextual Use	Consistently uses correct expression for context.	Mostly uses correct expression, occasional errors.	Often uses incorrect expression for context.
Responsiveness	Responds appropriately and quickly.	Responds appropriately but sometimes slowly.	Rarely responds or responds inappropriately.

B. Worksheet Assessment

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Evaluate students' written comprehension and application of the expressions.

• **Scoring:** Each correct answer on the worksheet receives 1 point.
• **Total Points:** (e.g., Part 1: 4, Part 2: 5, Part 3: 5 = 14 points)

Evaluation Scale:

• **Excellent (12-14 points):** Demonstrates strong understanding and application.
• **Good (9-11 points):** Shows good understanding, minor errors.
• **Satisfactory (6-8 points):** Basic understanding, needs more practice.
• **Needs Improvement (0-5 points):** Limited understanding, requires significant support.

C. Performance Assessment (Role-Play/Oral Production)

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Assess students' ability to produce the target language in simulated real-life interactions.

• **Method:** Have students perform short, simple role-plays in pairs or small groups during the conclusion.
• **Scenarios:** Provide simple scenarios or let students create their own based on the lesson.
  • *Example:* One student pretends to give a gift, the other says "Thank you" and the first responds "You're welcome."
  • *Example:* One student announces a good achievement (e.g., "I won the drawing contest!"), the other says "Congratulations!", and the first responds "Thank you."

Rubric for Performance Assessment:

Criteria	3 (Excellent)	2 (Good)	1 (Needs Improvement)
Fluency & Confidence	Speaks smoothly and confidently, no hesitation.	Speaks with some pauses, generally confident.	Speaks with much hesitation, lacks confidence.
Accuracy	Uses correct expressions and pronunciation.	Uses mostly correct expressions, minor pronunciation errors.	Uses incorrect expressions, significant pronunciation errors.
Interaction	Engages effectively with partner, natural flow.	Interacts, but sometimes needs prompting.	Limited interaction, struggles to maintain dialogue.
Appropriateness	Expressions are perfectly suited to the situation.	Expressions are mostly suited, slight awkwardness.	Expressions are often unsuitable for the situation.

Remedial Activities for Students Needing More Support:

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• One-on-one pronunciation practice.
• More repetition drills with flashcards.
• Simplified role-play scenarios.
• Visual aids with expressions and pictures.

Enrichment Activities for Advanced Students:

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• Create longer dialogues using "Thanks" and "Congratulations" in more complex scenarios.
• Write short thank-you notes or congratulatory messages.
• Think of other ways to say "Thank you" or "Congratulations" (e.g., "I appreciate it," "Well done!").