Rencana Pelajaran | Pembelajaran Sosioemosional | Vocabulary: Places and Family

Tujuan

Durasi: (10 - 15 minutes)

The aim here is to familiarize students with key vocabulary about places, family, and professions in English, while also focusing on socio-emotional development. By identifying and articulating the emotions linked to the learning experience, students will start to build a strong foundation in both language skills and emotional intelligence.

Tujuan Utama

1. Learn and use vocabulary related to places, family, and professions in English.

2. Develop the ability to recognize and label emotions while learning and using new vocabulary.

Pendahuluan

Durasi: (15 - 20 minutes)

Kegiatan Pemanasan Emosional

Mindfulness for Focused Attention

The Mindfulness technique emphasizes achieving a state of calm and being present. In this practice, students will connect with their emotions and physical sensations, which can greatly improve their focus and attention in the classroom. This activity serves as a wonderful warm-up, helping students prepare themselves both mentally and emotionally for the lesson ahead.

1. Ask students to find a comfortable sitting position with their feet flat on the floor and hands in their laps.

2. Give a brief overview of Mindfulness, highlighting its role in being present and attentive.

3. Encourage students to close their eyes, if they are comfortable, or focus on a point on the floor.

4. Instruct them to take deep breaths in through their nose, holding it for a few seconds, and then slowly releasing it through their mouth. Repeat this process three times.

5. Guide students to breathe naturally and focus on physical sensations, starting from their feet and gradually shifting to their head. Encourage them to identify any areas of tension and let go of that stress.

6. After around five minutes, ask students to switch their attention to their breathing, noticing the air flowing in and out through their nostrils.

7. If thoughts wander, remind them to gently redirect their focus back to their breath.

8. After about ten minutes, invite students to slowly open their eyes and engage in light movements to re-energize.

Kontekstualisasi Konten

Understanding vocabulary related to places, family, and professions is essential for effective communication in any language. In English, being familiar with these terms allows students to describe their surroundings, discuss their families, and share their career aspirations. This vocabulary not only enriches linguistic skills but also facilitates emotional connections since discussing family and professional goals often involves meaningful feelings.

By practicing this vocabulary, students can explore and articulate their own emotions and experiences related to these topics. This not only enhances their fluency in the language but also nurtures socio-emotional skills like empathy and understanding.

Pengembangan

Durasi: (60 - 75 minutes)

Panduan Teori

Durasi: (20 - 25 minutes)

1. Vocabulary of Places

2. House: A place where one resides. E.g.: My house is quite spacious.

3. School: An educational institution. E.g.: I attend school every day.

4. Park: A green space for recreation. E.g.: I enjoy walking in the park.

5. Hospital: A healthcare institution. E.g.: I work at a hospital.

6. Office: A place for work-related tasks. E.g.: My father is employed in an office.

7. Vocabulary of Family

8. Mother: Mom. E.g.: My mother is very caring.

9. Father: Dad. E.g.: My father is an engineer.

10. Brother/Sister: Brother/Sister. E.g.: I have a younger brother.

11. Grandfather/Grandmother: Grandfather/Grandmother. E.g.: My grandparents live in our village.

12. Uncle/Aunt: Uncle/Aunt. E.g.: My aunt teaches at a school.

13. Vocabulary of Professions

14. Doctor: Male/Female doctor. E.g.: The doctor works in the hospital.

15. Teacher: Male/Female teacher. E.g.: The teacher instructs in mathematics.

16. Engineer: Male/Female engineer. E.g.: My father is an engineer.

17. Lawyer: Male/Female lawyer. E.g.: My mother practices as a lawyer.

18. Nurse: Male/Female nurse. E.g.: The nurse works at the clinic.

Kegiatan dengan Umpan Balik Sosioemosional

Durasi: (35 - 40 minutes)

Role-playing: Visiting Places and Discussing Family and Professions

In this engaging activity, students will pair up or form small groups to act out everyday situations that utilize the vocabulary learned. They will create dialogues that incorporate visits to various places, discussions about their families, and explorations of their career paths. The aim is to facilitate language practice in a fun and interactive manner while enhancing the recognition and expression of emotions tied to these interactions.

1. Split the class into pairs or small groups.

2. Provide each group with cards featuring different scenarios (e.g., visiting a park, discussing family at a function, conversing about jobs in a professional setting).

3. Instruct students to craft and rehearse dialogues based on the scenarios presented on the cards, incorporating the vocabulary of places, family, and professions.

4. After 15 minutes of preparation, invite each group to present their dialogue in front of the class.

5. During presentations, observe and note examples of both correct and incorrect vocabulary usage as well as emotional expression.

6. Post-presentation, offer constructive feedback, highlighting their strengths and areas for enhancement.

Diskusi dan Umpan Balik Kelompok

After all presentations, initiate a group discussion utilizing the RULER method to guide the socio-emotional feedback. Encourage students to recognize the emotions they experienced during the activities (e.g., nervousness during presentations, joy when successfully using vocabulary). Help them to understand the reasons behind these emotions (e.g., lack of practice, fear of making mistakes). Name the emotions appropriately, discussing terms like anxiety, pride, frustration, and happiness.

Guide students to express their emotions effectively, promoting open and honest dialogue. Lastly, discuss techniques for effectively regulating emotions (e.g., breathing exercises to manage anxiety, practices of mutual encouragement). This method not only bolsters language competency but also enriches students' emotional intelligence, preparing them for real-life situations.

Kesimpulan

Durasi: (15 - 20 minutes)

Refleksi dan Regulasi Emosional

For the Reflection and Emotional Regulation segment, ask students to write a paragraph reflecting on the challenges they faced during the role-playing exercises. Instruct them to articulate how they felt, the emotions that surfaced, and how they coped with those feelings. Alternatively, facilitate a group discussion where each student can share their feelings and experiences, addressing both positive and negative aspects while suggesting strategies that helped them handle their emotions.

Tujuan: The aim of this section is to promote self-reflection and emotional management, guiding students to identify effective strategies for navigating challenging scenarios. This reflection phase helps students gain insight into their emotional responses, fostering self-awareness and enhancing self-regulation skills while emphasizing the significance of transparent communication about their emotional experiences.

Pandangan ke Masa Depan

To wrap up the lesson, encourage students to set personal and academic goals related to the vocabulary covered. They can jot down these goals or discuss them in small groups. Goals may include improving the vocabulary of places, family, and professions, rehearsing dialogues in English with peers or family members, and applying the emotional regulation strategies learned in varied everyday situations.

Penetapan Tujuan:

1. Enhance vocabulary related to places, family, and professions in English.

2. Practice dialogues in English with peers or family members.

3. Implement emotional regulation techniques across daily situations.

4. Build confidence when speaking in front of an audience.

5. Foster skills in empathy and mutual understanding. Tujuan: The objective of this segment is to empower students' autonomy and facilitate the practical application of learning, ensuring continuous academic and personal growth. Establishing and pursuing personal and academic goals related to the lesson content keeps students motivated and focused, while also giving them a sense of accomplishment and ongoing improvement in their language and emotional skills.