Lesson Plan | Socioemotional Learning | Verbs: Introduction to Present Continuous

Objective

Duration: 10 - 15 minutes

The goal of this stage is to ensure that students have a clear grasp of the lesson's objectives and topic, which revolves around using the present continuous in English. By describing and identifying its use, students will build essential communication skills to convey and interpret ongoing actions, while also developing socioemotional competencies such as self-awareness and responsible decision-making.

Objective Utama

1. Explain how the present continuous is used for actions occurring right now.

2. Spot and understand the present continuous in English texts.

Introduction

Duration: 15 - 20 minutes

Emotional Warmup Activity

Progressive Muscle Relaxation

Progressive Muscle Relaxation is a method of tensing and relaxing different muscle groups to encourage relaxation and focus. This practice aids students in connecting with their bodies, alleviating stress, and improving mental clarity – all essential for productive learning.

1. Have students sit comfortably in their chairs, with their feet firmly on the ground and hands resting on their laps.

2. Guide students to close their eyes and take three deep breaths, inhaling through their noses and exhaling through their mouths.

3. Start with their feet, asking students to tense the muscles in their feet for five seconds, then fully relax them.

4. Gradually work up the body, focusing on the leg muscles, abdomen, hands, arms, shoulders, and neck, instructing students to tense and relax each group for five seconds.

5. Conclude the activity by asking students to take three more deep breaths and gently open their eyes, refocusing their attention on the classroom.

Content Contextualization

The present continuous is a frequently used verb form in English for describing actions happening at the moment of speaking. Think about narrating a hockey game or explaining what your friends are up to right now. Grasping and using the present continuous is crucial for communicating effectively in everyday and fluid situations. Also, being aware of our feelings while tackling something new can help us manage our emotions and enhance our performance. For instance, acknowledging feelings of anxiety might prompt us to use breathing exercises to calm ourselves and concentrate better on the task.

Development

Duration: 60 - 75 minutes

Theory Guide

Duration: 20 - 25 minutes

1. Definition of Present Continuous: The present continuous describes actions currently taking place. Its structure includes the verb 'to be' in the present (am/is/are) plus the main verb ending in '-ing'.

2. Formation of Present Continuous: Clarify that to form the present continuous, one must use the verb 'to be' in the present (am/is/are) followed by the gerund form of the main verb. For instance, 'I am reading a book' or 'She is playing soccer.'

3. Use of Present Continuous: Explain that this verb form is applied for: Actions occurring now; Temporary actions; Plans in the near future; Changing situations.

4. Practical Examples: Give examples from various contexts, such as 'They are studying for their exams' (action happening now), 'We are staying at a hotel this week' (temporary action), 'I am meeting my friend later' (near-future plan), and 'The weather is getting colder' (changing situation).

5. Difference between Simple Present and Present Continuous: Discuss the difference between the simple present and the present continuous. For example, 'She eats breakfast at 7 AM every day' (simple present, routine) compared to 'She is eating breakfast now' (present continuous, action at this moment).

Activity with Socioemotional Feedback

Duration: 35 - 40 minutes

Building Sentences in the Present Continuous

In this activity, students will practice creating sentences in the present continuous based on given situations. They’ll also take time to reflect on their emotions during the activity and explore how to manage those feelings.

1. Split the students into small groups of 3 to 4.

2. Provide each group with a list of situations presented in French. For example, 'He is playing soccer,' 'We are studying for the test,' etc.

3. Ask the groups to translate the sentences into English using the present continuous.

4. Encourage each group to discuss their feelings while doing the activity. Do they feel anxious, confident, stressed? Ask them to identify and label those emotions (Recognize and Label).

5. Ask each group to share their sentences and emotions with the class (Express).

6. Talk about strategies for managing negative emotions with the class, such as deep breathing and supporting each other (Regulate).

Discussion and Group Feedback

After the activity, gather students in a circle for a discussion using the RULER method. Start by asking them to recognize and name the emotions they experienced during the activity. Discuss the causes of those feelings and the consequences on their performance. For example, 'Did anyone feel anxious speaking in English? Why? How did it impact your participation?

Next, encourage students to express how they coped with those emotions. Discuss ways to regulate negative emotions, like deep breathing or reaching out to classmates for support. Emphasize the importance of social skills and awareness when working in groups, highlighting cooperation and effective communication.

Conclusion

Duration: 15 - 20 minutes

Reflection and Emotional Regulation

Have students write a short paragraph or discuss in small groups about the challenges they faced during the lesson and how they managed their feelings. Ask how they felt learning the present continuous, what they found most challenging, and how they tackled those challenges. Encourage them to share strategies they used for emotional regulation, such as deep breathing, seeking help from classmates, or concentrating on positive thoughts.

Objective: The aim of this activity is to help students reflect on their emotional experiences throughout the lesson and how they coped with those feelings. This will foster self-awareness and emotional regulation, equipping students with effective strategies for handling tough situations in the future.

Glimpse into the Future

Discuss with students the importance of setting personal and academic goals regarding what they've learned. Ask them to jot down two goals: one personal and one academic. For instance, an academic goal might be 'Use the present continuous accurately in 5 different sentences,' while a personal goal could be 'Practice deep breathing whenever I feel anxious during English class.'

Penetapan Objective:

1. Use the present continuous accurately in 5 different sentences.

2. Practice deep breathing whenever I feel anxious during English class.

3. Spot the present continuous in English texts more frequently.

4. Boost confidence when speaking English during group activities.

5. Support classmates who may be having a tough time during activities. Objective: The aim of this section is to bolster students' independence and the real-world application of their learning. By setting personal and academic goals, students will be more prepared to continue developing their skills in both lesson content and socioemotional competencies. This will promote ongoing academic and personal growth.