Lesson Plan | Socioemotional Learning | Speaking Activities

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage is to introduce students to the topic of speaking activities in English, highlighting the importance of oral expression and correct pronunciation. Furthermore, it seeks to develop socio-emotional skills, such as self-awareness and self-control, when dealing with the emotions that emerge during the practice of a new language. This stage prepares students for a learning environment where effective communication and emotional understanding are essential.

Main Goals

1. Develop the ability to recognize and differentiate pronunciations in English, promoting phonetic awareness.

2. Foster the ability to express oneself verbally in English, using correct and appropriate pronunciation.

3. Stimulate the understanding of the emotions associated with the process of oral communication in a foreign language.

Introduction

Duration: (15 - 20 minutes)

Emotional Warm-up Activity

Guided Meditation for Focus and Concentration

The chosen emotional warm-up activity is Guided Meditation. This practice aims to promote the focus, presence, and concentration of students, emotionally preparing them for learning. The guided meditation consists of leading students through a series of verbal instructions that help them relax and focus on the present moment, reducing anxiety and increasing receptiveness for the English class.

1. Ask students to sit comfortably in their chairs, with their backs straight and feet on the floor.

2. Instruct students to close their eyes and place their hands relaxed on their knees.

3. Guide students to take three deep breaths, inhaling through the nose and exhaling through the mouth, slowly and controlled.

4. Start the guided meditation speaking in a calm and soft voice: 'Imagine you are in a peaceful place, like a beach or a green field. Feel the gentle breeze and listen to the sounds around you.'

5. Continue guiding the meditation, asking students to focus on their breathing and visualize the air entering and leaving their lungs.

6. After a few minutes, ask students to slowly begin bringing their attention back to the classroom by gently moving their fingers and toes.

7. Conclude the meditation by asking students to slowly open their eyes and take one more deep breath.

8. Ask students how they felt during the activity and if they noticed any changes in their emotional state.

Content Contextualization

The importance of correct pronunciation in English goes beyond effective communication; it also encompasses cultural and social understanding. For instance, in an international trip, correct pronunciation can be the difference between being understood or not. Additionally, practicing oral communication in a foreign language can evoke various emotions, such as anxiety, insecurity, or excitement. Understanding and managing these emotions is essential for students to feel more confident and motivated to learn. Historically, many people report that learning to speak English has changed their lives, providing new opportunities for work, study, and friendships around the world. Therefore, by working on pronunciation, students not only enhance their language skills, but also develop emotional resilience and social skills that will be useful in various contexts of their lives.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. Pronunciation in English: Explain to students that correct pronunciation in English is essential for effective communication. Address the differences between American and British pronunciation, for example, in the word 'water.'

2. Specific Phonemes: Detail the phonemes that are often challenging for Portuguese speakers, such as the 'th' sound in 'think' and 'that.' Use examples and ask students to repeat them.

3. Intonation and Rhythm: Clarify the importance of intonation and rhythm in spoken English. Use simple sentences to demonstrate how intonation can change meaning, such as in questions ('Are you coming?') versus statements ('You are coming.').

4. Dialogue Practice: Introduce simple dialogues for students to practice in pairs. Examples of dialogues include greetings, introductions, and basic questions.

5. Recognition of Emotions in Communication: Discuss how different intonations and facial expressions can convey distinct emotions. Use examples of phrases said with different emotions (happy, sad, confused) and ask students to identify the emotions.

6. Self-awareness and Self-control: Make students aware of the emotions that may arise when speaking English, such as anxiety and nervousness, and discuss strategies to cope with these emotions, like pauses and deep breathing.

Socioemotional Feedback Activity

Duration: (30 - 40 minutes)

English Role-play with Socio-emotional Feedback

Students will participate in a role-play activity where they will practice dialogues in English in pairs. Each pair will receive a specific scenario and should focus on correct pronunciation, intonation, and emotional expression of the phrases. After practicing, students will reflect on their emotions and receive feedback from both the teacher and peers.

1. Divide students into pairs and distribute the dialogue scenarios.

2. Instruct students to practice the dialogues for 10 minutes, focusing on pronunciation, intonation, and emotional expression.

3. Circulating the room, provide individual feedback on pronunciation and intonation.

4. After practice, gather the class and ask some pairs to present their dialogues to the class.

5. Initiate a group discussion, using the RULER method to analyze the emotions felt during the activity.

Group Discussion

For the discussion and feedback, start by asking students to recognize the emotions they felt during the role-play. Ask: 'How did you feel while practicing the dialogues?'. Then, help students understand the causes of those emotions by asking: 'What caused those emotions? Was it the difficulty in pronunciation, intonation, or something else?'. Ask students to name the emotions correctly (anxiety, excitement, frustration, etc.).

Conclusion

Duration: (20 - 25 minutes)

Emotional Reflection and Regulation

Suggest students write a paragraph reflecting on the challenges faced during the class, such as difficulty in pronunciation or anxiety when speaking in public. Then, promote a group discussion where each student can share their reflections and strategies they used to manage their emotions. Ask: 'What were the most challenging moments? How did you feel and what did you do to cope with those feelings?'

Objective: The objective of this subsection is to encourage self-assessment and emotional regulation among students. By identifying and reflecting on the challenges faced, students can recognize their own emotions and gain a better understanding of how to manage them. This practice helps to develop effective strategies for dealing with challenging situations, thus promoting self-awareness and self-control.

Closure and A Look Into The Future

Explain to students the importance of setting personal and academic goals related to the lesson content. Then, ask each student to write down two goals: one personal and one academic. For example, a personal goal might be 'Practice speaking English with more confidence', while an academic goal might be 'Improve the pronunciation of specific words'. After writing, encourage sharing these goals with the class to create a supportive environment.

Possible Goal Ideas:

1. Practice speaking English with more confidence

2. Improve the pronunciation of specific words

3. Participate more actively in speaking activities

4. Use emotional regulation techniques during English practice

5. Seek feedback and work on identified areas for improvement Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning. By setting clear goals, students are encouraged to continue developing their language and emotional skills. This practice promotes personal and academic responsibility, helping students create an action plan for their continuous growth.