Lesson Plan | Socioemotional Learning | Verbs: Phrasal Verbs

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage of the Socioemotional Lesson Plan is to provide students with a clear and detailed understanding of the lesson objectives, establishing a direction for subsequent activities. This helps students mentally prepare for the content to be learned, facilitating the connection between academic learning and the development of socioemotional skills.

Main Goals

1. Recognize and identify the main phrasal verbs in various contexts.

2. Understand the meanings and uses of phrasal verbs and apply them correctly in sentences.

Introduction

Duration: (15 - 20 minutes)

Emotional Warm-up Activity

Calming the Mind: Guided Meditation

Guided Meditation is a practice that involves guiding students through a meditation script, helping them focus their attention and relax their minds. This activity is effective for promoting presence and concentration, preparing students for learning in a calm and focused manner.

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

2. Request them to close their eyes and begin breathing deeply, inhaling through the nose and exhaling through the mouth.

3. Guide students to focus their attention on their breath, feeling the air slowly entering and exiting their lungs.

4. Encourage them to progressively relax each part of their body, starting from their feet and moving up to their head.

5. Guide them through a visualization of a peaceful place, like a beach or a flower-filled field, describing the sounds, smells, and sensations they may imagine.

6. After a few minutes, gently ask them to bring their attention back to the classroom, maintaining the sense of calm and focus.

7. Conclude the activity by asking them to open their eyes and take a few deep breaths before continuing with the lesson.

Content Contextualization

Phrasal verbs are an essential part of the English language, frequently used in everyday conversations and informal texts. Mastering these verbs can help students communicate more naturally and effectively. Additionally, understanding and correctly using phrasal verbs can increase students' confidence in social interactions, both in academic settings and real-life situations.

For example, imagine a student traveling to an English-speaking country. Knowing common phrasal verbs can facilitate understanding instructions, directions, and daily conversations, making the experience more enriching and less stressful. Thus, by learning about phrasal verbs, students not only expand their vocabulary but also develop social skills and cultural awareness.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. Definition of Phrasal Verbs: Explain that phrasal verbs are combinations of a main verb with a preposition or adverb (or both) that together create new meanings. Examples: 'give up' (to give up), 'look after' (to take care of), 'run into' (to run into someone by chance).

2. Types of Phrasal Verbs: There are three main types of phrasal verbs: Transitive: require a direct object (e.g., 'She looked after the children'). Intransitive: do not require a direct object (e.g., 'He wakes up early'). Separable and inseparable: some phrasal verbs can be separated by the object, while others cannot (e.g., 'She put the book down' vs. 'She looks after the children').

3. Importance of Phrasal Verbs: Emphasize that phrasal verbs are widely used in everyday communication in English and that mastering them can help one sound more natural and fluent in the language.

4. Examples and Contexts: Provide examples of phrasal verbs used in different contexts: Conversation: 'I'm going to call off the meeting.' Informal writing: 'She ran into an old friend at the mall.' Specific situations: 'He brought up an interesting point during the discussion.'

5. Analogies: Use analogies to help with understanding. For example, compare phrasal verbs to idiomatic expressions in Portuguese that also change the meaning of words when combined (e.g., 'dar a volta' can mean overcoming an obstacle).

Socioemotional Feedback Activity

Duration: (40 - 50 minutes)

Exploring Phrasal Verbs in Real Situations

Students will be divided into groups and will receive different everyday situations in which they will need to use phrasal verbs. Each group must create dialogues or short skits that incorporate the learned phrasal verbs.

1. Divide the class into groups of 3-4 students.

2. Distribute to each group a list of everyday situations and a list of phrasal verbs to be used.

3. Ask the groups to create dialogues or skits using the provided phrasal verbs.

4. Guide the groups to rehearse their presentations, focusing on correct pronunciation and the naturalness of the dialogues.

5. Allow time for each group to present their skits to the class.

6. After each presentation, open the floor for questions and feedback from peers.

7. Encourage students to reflect on how they felt using phrasal verbs and how this can be applied in real situations.

Group Discussion

After the presentations, lead a group discussion using the RULER method: Recognize: Ask students to identify the emotions they felt during the activity, both while creating the dialogues and presenting to the class. Understand: Encourage students to discuss the reasons for those emotions, such as the anxiety of speaking in public or the joy of working in a group. Name: Help students accurately name their emotions (e.g., nervousness, excitement, satisfaction). Express: Encourage students to share their emotions appropriately, using phrases like 'I felt nervous when...'. Regulate: Discuss strategies for regulating emotions, such as breathing techniques for anxiety or the importance of rehearsing to gain confidence.

Conclusion

Duration: (15 - 20 minutes)

Emotional Reflection and Regulation

To reflect on the challenges faced during the lesson and how students managed their emotions, suggest that each student write a brief paragraph or participate in a group discussion. They should describe the emotions they felt during the activities, such as creating dialogues and the presentations, and reflect on how they managed those emotions. Encourage them to identify which strategies were effective and what they could improve in future situations.

Objective: The objective of this subsection is to encourage self-assessment and emotional regulation, helping students identify effective strategies to deal with challenging situations. By reflecting on their experiences, students can develop a greater awareness of their emotions and the ways to manage them, enhancing their socioemotional skills in the context of learning phrasal verbs.

Closure and A Look Into The Future

To set personal and academic goals, ask students to reflect on what they learned in the lesson and how they can apply that knowledge in the future. Suggest that they set specific goals, such as increasing the use of phrasal verbs in their daily conversations or identifying and learning new phrasal verbs weekly. Encourage them to write these goals down on paper and share them with the class if they feel comfortable.

Possible Goal Ideas:

1. Use at least 5 phrasal verbs in daily conversations next week.

2. Identify and learn 3 new phrasal verbs each week.

3. Practice the correct pronunciation of phrasal verbs with a classmate or in front of a mirror.

4. Apply the learned phrasal verbs in essays or writing exercises. Objective: The purpose of this subsection is to strengthen students' autonomy and the practical application of learning, aiming for continuity in academic and personal development. By setting clear and specific goals, students can direct their efforts to improve their knowledge and use of phrasal verbs, as well as develop self-management and responsibility skills.