Lesson Plan | Socioemotional Learning | Verbs: Future Perfect

Objectives

Duration: 10 to 15 minutes

This stage aims to prepare students for understanding and properly using verbs in the future perfect tense, distinguishing them from other verb tenses. By clearly defining the learning objectives, a focus is created for the class, guiding both the teacher and the students on the goals to be achieved. Moreover, this stage introduces the importance of socio-emotional development, such as self-awareness and social consciousness, by recognizing and understanding the emotions involved in the learning process.

Main Goals

1. Identify and differentiate verbs in the future perfect tense in written sentences.

2. Write sentences correctly using the future perfect tense.

Introduction

Duration: 20 to 25 minutes

Emotional Warm-up Activity

Deep Breathing for Focus and Presence

Mindfulness: Deep Breathing for Focus and Presence

1. Explain to the students that today's activity will begin with a deep breathing technique to help focus the mind and promote presence in the moment.

2. Ask everyone to sit comfortably in their chairs, with their backs straight and feet on the ground.

3. Instruct the students to close their eyes or focus on a fixed point in front of them.

4. Guide them to place one hand on their chest and the other on their abdomen, and feel the movement of their breathing.

5. Ask them to inhale deeply through the nose, feeling the abdomen expand, counting mentally to four.

6. Ask them to hold the breath for a moment (counting to two mentally).

7. Instruct them to exhale slowly through the mouth, feeling the abdomen contract and counting mentally to six.

8. Repeat the breathing cycle four more times, encouraging the students to focus solely on the breath and the movement of their bodies.

9. After finishing the activity, ask them to slowly open their eyes and reflect for a few seconds on how they are feeling.

Content Contextualization

The future perfect is a verb tense we use to talk about actions that will be completed at a specific moment in the future. Imagine an important project you are developing now. How would you feel knowing that next year it will be finished? Feelings like anxiety, relief, or even pride may arise. Recognizing and understanding these emotions help us plan and make responsible decisions about our future.

By learning about the future perfect, we are also exercising our ability to visualize and plan for the future, which is essential for the development of self-awareness and responsible decision-making. This skill is valuable not only for learning English but also for each person's personal and professional life.

Development

Duration: 60 to 75 minutes

Theoretical Framework

Duration: 20 to 25 minutes

1. Definition of the Future Perfect: Explain to the students that the future perfect is used to describe actions that will be completed at a specific point in the future. The basic format is 'will have' followed by the past participle of the main verb.

2. Examples: Provide examples such as 'By next year, I will have graduated from high school.' and 'By the time you arrive, we will have finished dinner.'.

3. Structure of the Future Perfect: Detail the grammatical structure of the future perfect: 'subject + will have + past participle of the main verb'.

4. Differentiation from Other Verb Tenses: Compare the future perfect with other verb tenses, like the present perfect and simple past, so that students can clearly identify the differences.

5. Usage in Specific Contexts: Discuss situations where the future perfect is typically used, such as in plans, predictions, and expectations about the future.

6. Practice with Analogies: Use analogies to aid understanding. For example, say that 'the future perfect is like looking back from a future perspective'.

Socioemotional Feedback Activity

Duration: 35 to 40 minutes

Creating Sentences in the Future Perfect

Students will be divided into small groups and given a set of cards with different future situations. Each group will create sentences in the future perfect tense for each situation, using the correct grammatical structure.

1. Divide the students into groups of 3 to 4 people.

2. Distribute sets of cards with future situations to each group. Examples of situations: 'Complete a project', 'Finish reading a book', 'Arrive at a destination'.

3. Instruct the students to create sentences in the future perfect for each situation using the structure 'subject + will have + past participle'.

4. Ask each group to write their sentences on a piece of paper.

5. Give time for the groups to share the sentences among themselves and discuss possible corrections or improvements.

6. Guide the groups to reflect on how they feel when imagining these future situations completed, promoting the recognition and understanding of the emotions involved.

Group Discussion

After the activity is completed, organize a group discussion to apply the RULER method. Start by asking students to recognize (Recognize) the emotions they felt when imagining the completed future situations. Then, understand (Understand) the causes of these emotions by asking why they felt that way and what expectations or past experiences influenced those emotions.

Ask students to name (Label) these emotions accurately, identifying if they felt anxiety, relief, pride, etc. Encourage them to express (Express) these emotions appropriately, discussing how these emotions can affect their behavior and decision-making. Finally, discuss ways to regulate (Regulate) these emotions effectively, promoting self-control strategies and responsible decision-making, such as planning ahead or seeking support when necessary.

Conclusion

Duration: 15 to 20 minutes

Emotional Reflection and Regulation

Suggest that students engage in written reflection or group discussion about the challenges faced during the class and how they managed their emotions. They can write a paragraph detailing a specific challenge, the emotions they felt and the strategies they used to cope with those emotions. Alternatively, organize a group discussion where each student shares their experiences and listens to those of their peers, fostering a supportive and mutual learning environment.

Objective: The objective of this subsection is to encourage students to practice self-assessment and emotional regulation. By reflecting on the challenges faced and the emotions felt, students can identify which strategies were effective in dealing with difficult situations. This exercise helps strengthen self-awareness and self-control, which are essential skills both in academic contexts and in personal life.

Closure and A Look Into The Future

Ask students to set personal and academic goals related to the content of the lesson. Explain that these goals may include improving the ability to use the future perfect in English, applying the tense in writing or presentations, or even daily practices for emotional regulation. Encourage them to write down these goals and share them with the class if they feel comfortable.

Possible Goal Ideas:

1. Improve the use of the future perfect in English.

2. Apply the future perfect in writing and presentations.

3. Practice emotional regulation in academic stress situations.

4. Develop the ability for continuous self-assessment.

5. Establish a weekly study plan to review verb tenses. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning. By setting personal and academic goals, students are encouraged to continue developing their skills independently, promoting a sense of responsibility and commitment to their own progress. This practice also aims for continuity in academic and personal development, applying the lessons learned in class to future contexts.