Lesson plan

Teaching Practice and Active Methodologies for Foreign Language (English) II.

Lesson plan

Empezar

stage 1. general information

Learning unit

progression

learning trajectory

category

subcategories

fundamental contents of the progression

Developmentactivities

opening activities

Closing activities

stage 2 Lesson plan

closing activities

Time

resources

product

After role-playing, bring the class together for a discussion.Ask students to share their experiences and challenges in using the present continuous tense during the activity.Provide feedback on language use and offer corrections or clarification where needed.

Review key points about the present continuous tense and its usage.Ask students to summarize when they should use this tense based on their role-play experiences.Assign homework, such as writing a short paragraph describing their activities right now using the present continuous tense.

feedback

wrap up

10 min

10 min

5 min

Development activities

Time

resources

product

Divide the class into pairs or small groups.Distribute role-play scenario cards (e.g., at a restaurant, at a party, at a doctor's office) with instructions for each role and actions to perform. Each scenario should involve ongoing actions.

Allow students time to read their scenario cards and prepare their roles.Encourage them to use the present continuous tense during their role-play to describe ongoing actions. For example:At a restaurant: "I am ordering pasta."At a party: "She is dancing with her friends."At a doctor's office: "The nurse is taking my blood pressure."Circulate among groups to provide support, correct mistakes, and ensure students are using the tense correctly.

10 min

25 min

flashcards

studentsdescribe actionsusing presentcontinous tense

opening activities

Time

resources

product

Engage students with a quick activity where they mime actions related to action verbs (e.g. dancing, cookin, reading). Other students guess what they are doing using the present continuous tense

warm up

introduction

Introduce the concept of the present continuous tense using examples on the board. Discuss its structure:Positive: Subject + am/is/are + verb-ingProvide simple examples and ensure students understand when to use this tense (actions happening now)

5 min

10 min

present continue video

action verbsflashcards

students identify action verbs using present conitnuous tense

students understand when to use present continuous.

Cross curricular contents

Diagnosis

Project objectives

Project justification

Integrate the present continuous as a linguistic tool to explore and narrate historical events in the present tense

Improve historical understanding through the active use of language, foster connections between past and present, and promote critical analysis and synthesis skills.e.g. "The Industrial Revolution is transforming economies across Europe."

Dynamic contextualization: Allows students to visualize historical events as continuous, dynamic processes rather than static events

It facilitates a deeper understanding of the causes and consequences of historical events by considering their impact over time.

stage 3

Assess understanding of historical events using the present continuous.Promote the practical application of verb tense in a historical context.Promote reflection on the relevance and continuity of historical events in the present.

Cross curricular contents

Progressions of knowledge areas, socio-cognitive and socio-emotional resources

Work schedule

cognitive development, conceptual understanding, critical thinking, creativity, application of knowdlege

social skills, collaboration.

stage 3

self- regulation, self- awareness, social awareness

50 min

cross curricular content

evaluation

Design instruments to asses progression development

Design instruments to evaluate cross curricularproject

performance assesment

peer evaluation

peer assesment

Objective: Assess collaboration and contribution to the cross-curricular project.Contribution: Rate each team member's contribution to integrating subject areas (scale of 1-5).Collaboration: Evaluate how effectively team members worked together to integrate knowledge from different subjects (scale of 1-5).Feedback: Provide constructive feedback on strengths and areas for improvement in integrating subject areas.

present continuous tense

• listening for gist
• listening for detail
• fluency
• using functions
• pronunciation

• identify specific information requested.
• Understand the main idea of an oral conversation and identify the verb tense in which it occurs.
• Understand simple questions asking for information about specific situations.
• Adequately interpret oral information received in an elementary way as long as the speaker speaks slowly and clearly and is willing to cooperate.

Use the present continuous in its affirmative form to describe own or other people's actions that are happening at the moment of narration through texts, stories, cartoons or narratives.

• Speaking
• Listening

speaking learning trajectory

Understand orally frequently used everyday expressions related to areas of experience that are particularly relevant to them (basic information about themselves and their family, shopping, places of interest, occupations, etc.). Adequately interpret oral messages about simple, everyday tasks that are familiar or habitual to them and that do not require more than simple and direct exchanges of information. Make sense of oral information in simple terms about aspects of their past and their environment, as well as issues related to their immediate needs.

Understand orally frequently used everyday expressions related to areas of experience that are particularly relevant to them (basic information about themselves and their family, shopping, places of interest, occupations, etc.). Adequately interpret oral messages about simple, everyday tasks that are familiar or habitual to them and that do not require more than simple and direct exchanges of information. Make sense of oral information in simple terms about aspects of their past and their environment, as well as issues related to their immediate needs

Listening learning trajectory