Ready-to-print bell ringer, conjugation charts, guided notes, and independent practice for conjugating and using the present subjunctive to express emotions about an event or situation.
Guided notes walk students through a basic explanation of when we use the subjunctive and how we form the subjunctive in just three quick steps. Conjugation charts walk students through different patterns we see in the subjunctive (yo-go verbs and irregulars) and there is space as well as teaching ideas for other verb forms (car/gar/zars, cer/cirs, boot verbs) found on the answer key.
The teacher-led practice provides a notes template with various phrases we can use to express our emotions (me gusta que, no me gusta que, me frustra que, me alegra que, temo que, tengo miedo de que, me preocupa que, no soporto que, me encanta que, odio que, me da igual que, etc.) and provides space guided production of the subjunctive phrase. There are also several ideas included in the answer key.
The independent practice asks students to create authentic phrases about their likes, dislikes, and emotions towards things in school, society, their future lives, their city, and their family life.
After students have completed the independent practice - normally on the next class day - I pair students and have them practice forming questions, listen as their classmate responds, and then switch. When we come back together as a whole-class and share out, I ask students to practice reporting back in one of two ways (depending on student level):
Profesor/a: Fulanito, ¿a Marta qué le gusta de nuestra escuela?
Fulanito: A Marta le gusta que las clases sean largas.
Fulanito: Marte me dijo que le gusta que las clases sean largas.
This way, students are increasing their exposure to different subjunctive verbs, practicing recall and reporting back skills, working on spoken fluency, AND challenging themselves to use verbs like "gustar" with a variety of pronouns.