Lesson Plan | Socioemotional Learning | Verbs: Simple Present

Objectives

Duration: 10 to 15 minutes

The aim of this stage is to introduce students to the topic of the simple present, establishing a solid foundation for understanding and applying regular and irregular verbs. This stage prepares students to recognize, comprehend, and correctly use verbs in the simple present, while also developing their socio-emotional skills by promoting self-understanding and effective communication.

Main Goals

1. Describe the formation and use of regular and irregular verbs in the simple present in English.

2. Identify and analyze sentences that contain verbs in the simple present, both regular and irregular.

Introduction

Duration: 20 to 25 minutes

Emotional Warm-up Activity

Mindfulness Moment: Connection with the Present

Today's activity will be a Mindfulness practice to promote the focus, presence, and concentration of the students. Mindfulness is a meditation technique that involves being fully present and attentive to the current moment, helping to reduce stress and improve mental clarity. Through this practice, students will learn to recognize and regulate their emotions, which is essential for socio-emotional development.

1. Ask students to sit comfortably in their chairs, with their feet firmly planted on the floor and their hands resting on their laps.

2. Instruct them to close their eyes or focus their gaze on a point ahead.

3. Guide the students to begin paying attention to their breathing, observing the air entering and leaving their nostrils, without trying to control it.

4. After a few moments, ask the students to take a deep breath, inhaling through the nose and exhaling through the mouth, releasing any tension.

5. Conduct a body scan by asking students to direct their attention to different parts of the body, starting from the head and moving down to the feet, noticing any sensations of tension or relaxation.

6. Suggest that students observe the thoughts that arise, without judging them or holding onto them, just noticing and letting them pass.

7. After about 5 minutes, ask the students to gradually return their attention to the surrounding environment, slowly opening their eyes and bringing their attention back to the classroom.

Content Contextualization

Understanding the use of verbs in the simple present in English is essential for daily communication. Imagine trying to describe your daily activities or ask about a friend's routine without knowing the correct form of the verbs. Additionally, the ability to recognize and correctly use verbs in the simple present allows for clearer and more effective communication, reducing misunderstandings and promoting better interpersonal relationships.

When we reflect on how we feel when communicating effectively, we realize that our confidence and self-esteem increase. Similarly, recognizing and dealing with the emotions that arise during the learning of a new language can help us develop resilience and a positive attitude toward challenges. By connecting the learning of verbs in the simple present with understanding and regulating our emotions, we provide not only linguistic knowledge but also personal and emotional growth.

Development

Duration: 60 to 75 minutes

Theoretical Framework

Duration: 20 to 25 minutes

1. Introduction to the Simple Present: Explain that the simple present is one of the most used verb tenses in English. It is used to describe habitual actions, universal truths, scientific facts, and instructions.

2. Formation of Regular Verbs in the Simple Present: Detail that, for most regular verbs, the base form of the verb is used for all persons except in the third person singular (he, she, it), where 's' or 'es' is added at the end of the verb. Example: 'I work', 'You work', 'He works.'

3. Formation of Irregular Verbs in the Simple Present: Explain that some irregular verbs have special forms in the third person singular. Examples include 'have' which becomes 'has' and 'do' which becomes 'does.'

4. Use of the Simple Present: Provide examples of the use of the simple present, such as in daily routines (e.g., 'She walks to school every day.'), in universal truths (e.g., 'The sun rises in the east.') and in instructions (e.g., 'Open the book.').

5. Negatives and Interrogatives in the Simple Present: Explain that to form negative sentences, 'do not' or 'does not' is used before the main verb. To form questions, the subject and the auxiliary verb 'do/does' are inverted. Example: 'I do not like coffee.' / 'Do you like coffee?'

Socioemotional Feedback Activity

Duration: 30 to 35 minutes

Creating Dialogues in Simple Present

Students will be divided into pairs and receive a set of cards with different everyday situations. They should create dialogues using the simple present, incorporating both regular and irregular verbs. The activity aims to reinforce the understanding of the use of the simple present, while also promoting social skills and the expression of emotions.

1. Divide the class into pairs.

2. Distribute a set of cards with everyday situations to each pair. Example situations: 'Planning a workout routine', 'Describing daily eating habits', 'Talking about hobbies.'

3. Ask the students to create complete dialogues for each situation, using verbs in the simple present. They must include both regular and irregular verbs.

4. Encourage students to practice the dialogues with each other, paying attention to pronunciation and intonation.

5. After practicing, each pair should present one of their dialogues to the class.

6. As the pairs present, other students should pay attention and take notes of positive feedback and suggestions for improvement.

Group Discussion

After the presentations, lead a group discussion using the RULER method. Recognize the emotions that the students felt during the activity, asking how they felt while creating and presenting the dialogues. Understand the causes of these emotions by questioning whether it was due to difficulty with the content, nervousness about speaking in public, etc.

Label the emotions correctly, helping students identify feelings such as anxiety, confidence, or excitement. Express these emotions appropriately, encouraging students to share their experiences and feelings. Finally, help them to regulate these emotions by offering strategies for dealing with nervousness or difficulty, such as additional practice or breathing techniques.

Conclusion

Duration: 20 to 25 minutes

Emotional Reflection and Regulation

For the Emotional Reflection and Regulation activity, suggest that students write a paragraph about the challenges they faced during the class and how they managed their emotions while dealing with these challenges. Alternatively, promote a group discussion where each student shares their experiences and feelings about the dialogue creation and presentation activity. Encourage students to reflect on how they felt working in teams, presenting in public, and receiving feedback from peers.

Objective: The objective of this subsection is to encourage self-assessment and emotional regulation. By reflecting on their challenges and emotions, students can identify effective strategies for dealing with challenging situations in the future. This practice promotes self-knowledge and self-control, helping students develop resilience and confidence in their abilities.

Closure and A Look Into The Future

To conclude the class, ask students to set personal and academic goals related to the content learned. For example, they can set the goal of practicing the simple present in daily conversations or reviewing the use of irregular verbs at home. Additionally, encourage them to reflect on how they can apply the socio-emotional skills developed, such as self-control and social skills, in other areas of their lives.

Possible Goal Ideas:

1. Practice the use of verbs in the simple present in daily conversations.

2. Review and memorize irregular verbs in the simple present.

3. Apply breathing and mindfulness techniques to deal with nervousness during presentations.

4. Use emotional recognition and regulation to improve interpersonal communication. Objective: The objective of this subsection is to strengthen student autonomy and the practical application of learning. By setting concrete goals, students are encouraged to continue their academic and personal development, applying socio-emotional skills in different contexts. This promotes continuity in learning and emotional maturity, preparing them to face new challenges with confidence and effectiveness.