Lesson Plan | Socioemotional Learning | Verbs: Present Subjunctive

Objective

Duration: 10 to 15 minutes

The goal of this stage is to introduce and contextualise the lesson topic, which focuses on the present subjunctive in Spanish. It's also about establishing the skills students should develop. This sets the cognitive and emotional groundwork for learners, providing a clear overview of what will be taught and the expectations of their learning process throughout the lesson.

Objective Utama

1. Identify and recognise verbs in the present subjunctive within sentences and texts.

2. Write verbs in the present subjunctive accurately in various contexts, differentiating them from other verb tenses.

Introduction

Duration: 15 to 20 minutes

Emotional Warmup Activity

🌿 Mindfulness Moments 🌿

The warm-up activity will be a guided Mindfulness session aimed at promoting concentration, presence, and focus among students. Mindfulness encourages being fully present, observing thoughts and sensations without judgement. This practice is particularly effective in reducing stress and anxiety, enabling better concentration in class.

1. Ask students to sit comfortably with straight backs and feet flat on the floor.

2. Encourage them to close their eyes or maintain a gentle gaze focus ahead.

3. Explain that they will focus on their breathing, feeling the air moving in and out of their bodies.

4. Begin by prompting them to take three deep breaths, inhaling through the nose and exhaling through the mouth.

5. Guide them to continue breathing naturally, paying attention to the sensation of air at their nostrils.

6. If their minds begin to wander, gently remind them to bring their focus back to their breath, without any judgement.

7. Continue this guided practice for about 5 to 10 minutes, maintaining a calm and soothing tone.

8. Conclude by inviting students to slowly open their eyes and do some light stretches to wake up their bodies.

Content Contextualization

The present subjunctive is a verb tense we use to express wishes, uncertainties, hypotheses, and emotions. We commonly use this tense for situations that aren’t definite but are hoped for. For example, when we say 'I hope you have a good day,' we’re employing the present subjunctive to convey a wish. Understanding and accurately using the present subjunctive is crucial for effective communication in Spanish, especially when expressing feelings and expectations. Additionally, learning to articulate our emotions clearly is vital not only for mastering a new language but also for socio-emotional growth. Recognising how different verb tenses influence our emotions can enhance our understanding of our own feelings as well as those of others.

Development

Duration: 60 to 75 minutes

Theory Guide

Duration: 20 to 25 minutes

1. Definition of the Present Subjunctive: The present subjunctive is a verb tense used for expressing wishes, uncertainties, hypotheses, and emotions, usually in subordinate clauses reliant on a hypothetical circumstance.

2. How to Form the Present Subjunctive: To form the present subjunctive, use the first person singular of the present indicative, drop the ending, and add the subjunctive endings. For instance:

3. * Verb hablar (to speak):

4. * Yo hable

5. * Tú hables

6. * Él/ella/usted hable

7. * Nosotros/nosotras hablemos

8. * Vosotros/vosotras habléis

9. * Ellos/ellas/ustedes hablen

10. * Verb comer (to eat):

11. * Yo coma

12. * Tú comas

13. * Él/ella/usted coma

14. * Nosotros/nosotras comamos

15. * Vosotros/vosotras comáis

16. * Ellos/ellas/ustedes coman

17. * Verb vivir (to live):

18. * Yo viva

19. * Tú vivas

20. * Él/ella/usted viva

21. * Nosotros/nosotras vivamos

22. * Vosotros/vosotras viváis

23. * Ellos/ellas/ustedes vivan

24. When to Use the Present Subjunctive: This tense is utilised in various contexts, such as:

25. * Following expressions of desire: I wish you a great day.

26. * After expressions of doubt or uncertainty: I doubt he will show up.

27. * Following expressions of emotion: I’m really glad you’re here.

28. * In subordinate clauses that start with 'that': That you have good luck.

29. * In conditional statements: I hope it rains tomorrow.

30. Comparison with Other Verb Tenses: It’s important to distinguish the present subjunctive from other tenses like the present indicative and simple past. The indicative expresses definite and real actions, whereas the subjunctive conveys desired, uncertain, or hypothetical ones.

Activity with Socioemotional Feedback

Duration: 30 to 35 minutes

📝 Practical Exercise: Identifying and Using the Present Subjunctive

Students will break into small groups and receive a set of incomplete sentences to complete using the present subjunctive. Additionally, each group will create their own sentences using the present subjunctive to express various wishes, doubts, or feelings.

1. Divide students into groups of 3 to 4.

2. Hand out a worksheet with incomplete sentences to each group.

3. Ask groups to complete the sentences using the present subjunctive.

4. After completing the sentences, have each group create 3 original sentences with the present subjunctive.

5. Each group should present their completed and original sentences to the class.

Discussion and Group Feedback

Afterwards, gather everyone for a group discussion. Use the RULER method to guide the chat: Recognise the emotions felt during the activity by querying how they felt while working in groups and using the subjunctive. Understand the triggers of those feelings, delving into what made them feel challenged or confident. Label emotions accurately to assist students in identifying and voicing their feelings. Express emotions appropriately, encouraging them to share their experiences and feelings clearly and respectfully. Regulate emotions effectively by suggesting strategies for managing feelings of frustration or anxiety, like breathing exercises or relaxation methods. This approach will help students cultivate socio-emotional skills alongside their academic content.

Conclusion

Duration: 15 to 20 minutes

Reflection and Emotional Regulation

Encourage students to write a paragraph reflecting on the challenges they encountered during the lesson and how they managed their emotions. Alternatively, facilitate a group discussion where students can share their thoughts on specific moments they found difficult and how they dealt with those feelings. Ask them to contemplate the emotions they experienced while learning and applying the present subjunctive, and how these emotions may have affected their performance.

Objective: The aim here is to foster self-assessment and emotional regulation, helping students identify effective strategies to cope with challenging situations. Reflecting on their experiences allows students to develop greater self-awareness and manage their emotions more efficiently, an essential lifelong skill for academic and personal growth.

Glimpse into the Future

Discuss the importance of setting clear goals for the future. Invite each student to establish a personal and an academic goal related to the lesson. For instance, a personal goal might be to practice emotional regulation during their studies, while an academic goal could involve reviewing and practising the present subjunctive at home.

Penetapan Objective:

1. Practice emotional regulation during studies.

2. Review and practice the use of the present subjunctive at home.

3. Actively participate in Spanish classes, contributing sentences that use the present subjunctive.

4. Identify and correct mistakes made with the present subjunctive in writing exercises.

5. Apply the present subjunctive in practical conversations with Spanish-speaking peers or friends. Objective: The purpose of this section is to enhance students' autonomy and practical application of their learning. Setting personal and academic goals helps students focus on their ongoing development, both emotionally and academically. This fosters greater responsibility for their own learning and encourages ongoing practice, which is crucial for consolidating knowledge.