Lesson Plan | Socioemotional Learning | Verbs: Simple Past Regular and Irregular Verbs

Objectives

Duration: 10 to 15 minutes

This stage aims to introduce students to the lesson topic, establishing a solid foundation for understanding verbs in the simple past. By clearly outlining the objectives, students will be able to recognize the importance of studying past verbs and how this applies in practical contexts. Additionally, this phase aims to prepare students for subsequent activities that will develop their socio-emotional skills, such as self-awareness and self-regulation, through linguistic study.

Main Goals

1. Recognize and understand the structure of regular and irregular verbs in the simple past in English.

2. Develop the ability to correctly identify and use verbs in the simple past in appropriate sentences and contexts.

Introduction

Duration: 15 to 20 minutes

Emotional Warm-up Activity

Moment of Mindfulness

The emotional warm-up activity will be a guided Mindfulness session. Mindfulness is a practice that helps bring full attention to the present moment, promoting focus, presence, and concentration. This activity aims to emotionally prepare students for the lesson, reducing stress and increasing receptiveness to learning.

1. Ask students to sit comfortably in their chairs, with their feet flat on the ground and their hands resting on their knees.

2. Ask them to close their eyes or maintain a soft gaze focused on a fixed point in front of them.

3. Instruct students to begin paying attention to their breathing, feeling the air entering and leaving their body.

4. Guide them to breathe deeply through their nose, filling their lungs and then slowly exhaling through their mouth.

5. Suggest that when they inhale, they think of positive words like 'calm' and 'peace,' and as they exhale, they release any tension or worries.

6. Continue guiding the breathing for 3 to 5 minutes, maintaining a calm and soothing tone of voice.

7. Conclude the session by asking students to slowly open their eyes and return their attention to the classroom, feeling more relaxed and focused.

Content Contextualization

Learning about verbs in the simple past in English is essential not only for effective communication but also for understanding stories and experiences. Imagine trying to tell a story about your vacation without knowing how to express past actions! Moreover, the ability to reflect on past events can help students develop better self-awareness and social awareness, recognizing and understanding their own emotions and the emotions of others in different situations. This knowledge is fundamental for building healthy relationships and making responsible decisions.

Development

Duration: 60 to 75 minutes

Theoretical Framework

Duration: 25 to 30 minutes

1. Introduction to the Simple Past: Explain that the simple past is used to describe actions that occurred and were completed in the past. Highlight that there are regular and irregular verbs, and that the formation of the simple past is different for each type.

2. Regular Verbs: Present the general rule for forming the simple past of regular verbs: add '-ed' to the end of the base verb. Example: 'walk' -> 'walked', 'play' -> 'played'. Reinforce that the pronunciation of '-ed' can vary.

3. Irregular Verbs: Explain that irregular verbs do not follow a fixed rule for forming the simple past and that each verb has its unique form. Example: 'go' -> 'went', 'see' -> 'saw'. Present a list of the most common irregular verbs and their past forms.

4. Usage in Sentences: Demonstrate how to use verbs in the simple past in affirmative, negative, and interrogative sentences. Example: Affirmative - 'She visited her grandparents.'; Negative - 'She did not visit her grandparents.'; Interrogative - 'Did she visit her grandparents?'

5. Oral and Written Practice: Propose some examples for students to practice both orally and in writing, reinforcing the understanding of rules and exceptions.

Socioemotional Feedback Activity

Duration: 30 to 35 minutes

Narrating Vacation Stories

In this activity, students will be invited to use verbs in the simple past to narrate a story about their vacation. The activity will involve writing, reading, and oral sharing, promoting the use of the learned verbs and the practice of socio-emotional skills.

1. Divide students into small groups of 3 to 4 members.

2. Give each group a sheet of paper and ask each student to write a brief story about their vacation, using at least 5 verbs in the simple past (both regular and irregular).

3. After writing, each student should read their story to their group members.

4. Ask each group to choose one story to share with the class.

5. During the presentation, other students should identify and note the simple past verbs used.

Group Discussion

After the storytelling activity, initiate a discussion guided by the RULER method. Recognize the emotions expressed in the stories: ask students how they felt during their vacation and while telling their stories. Understand the causes of those emotions: discuss what in the stories triggered specific feelings, such as joy or nostalgia. Name the emotions correctly: encourage students to identify and name the emotions that arose. Express those emotions appropriately: promote a safe environment for students to share how they felt when listening to their peer's stories. Regulate emotions effectively: offer strategies to deal with difficult emotions that may have arisen, such as nostalgia for past moments.

Conclusion

Duration: 15 to 20 minutes

Emotional Reflection and Regulation

Suggest a reflection activity for students about the challenges faced during the lesson. Ask them to write a paragraph about how they felt learning the verbs in the simple past and what emotions arose during the activities. Alternatively, guide a group discussion where each student can share their experiences, feelings, and strategies they used to manage those emotions. Encourage them to think about how they recognized, understood, named, expressed, and regulated their emotions in accordance with the RULER method.

Objective: The objective of this activity is to encourage self-assessment and emotional regulation. By reflecting on the challenges faced during the lesson, students will be able to identify effective strategies for dealing with challenging situations in the future. This self-assessment promotes self-awareness and self-control, essential skills for socio-emotional development.

Closure and A Look Into The Future

To conclude the lesson, suggest that students set personal and academic goals related to the content learned. Explain the importance of setting clear goals to facilitate continuous progress. Ask each student to write one or two specific goals they wish to achieve. Encourage them to share these goals with the class, promoting an environment of mutual support and accountability.

Possible Goal Ideas:

1. Review and practice verbs in the simple past daily.

2. Use verbs in the simple past in complete sentences during conversations in English.

3. Read books or watch programs in English that use verbs in the simple past to reinforce learning.

4. Reflect on the emotions experienced while learning something new and apply strategies for emotional regulation. Objective: The objective of this activity is to strengthen students' autonomy and practical application of learning. By setting personal and academic goals, students develop a sense of responsibility and commitment to their own progress. This not only enhances their English skills but also promotes continuity in academic and personal development.