SESIÓN Nº 04.

“Present simple vs present progressive”

I. DATOS GENERALES
1.1. Profesor: YOVANA FABIAN PEREZ Grado: CUARTO
1.2. Nivel: PRIMARIA Sección: A
1.3. Tiempo: 50 MIN fecha 21/03/2018

II. APRENDIZAJES ESPERADOS

COMPETENCIA CAPACIDAD INDICADORES DE DESEMPEÑO
Write sentences using present
Use simple present tense and present simple and present continuous
Written Expression
progressive tense tense..

III. SECUENCIA DIDÁCTICA

ACTIVIDADES (PROCESOS PEDAGÓGICOS)
Inicio (20 minutos)
1. Have students watch a video on the Simple Present Tense, “Learn English - present simple and present progressive”
https://www.youtube.com/ watch?v=dToboUPXdxE. Ask students what diferences they identiied in the verbs in the video.
(Students might try to explain the diference between the Present Simple and the Present Progressive.) Have students open their
books and look at the picture story to get further information about both tenses. Ask them to point out the diferences they were able to
identify in both the video and the picture story. (Routine activities vs. Current activities)
2. For activity 2, draw students’ attention to the chart in this activity, make them listen and read silently. Then, have students listen
and repeat after the recording. Have them practice saying the sentences in pairs. Ask volunteers to read the sentences aloud for the
class.
3. For activity 3, have students write sentences contrasting the Present Simple and the Present Continuous. For example, I
always have lunch at school, but today I’m having lunch at home. Model the sentence on the board and ask students to
write three more sentences. Students share their sentences with a partner and give feedback one another. Then, they read their
sentences to the class.

My friends around the world

1. Have students answer the question, “What activities do you do every day?” Students should make a list of at least three activities
they do in their everyday life.
2. For activity 2, draw students’ attention to the pictures in this activity and describe what they are doing. (She’s getting on the bus.
Shes suring the Internet. They’re playing football.) Then, have them read the text silently. Pair students to do ‘speed reading’ so they
practice their speaking.
3. For activity 3, draw students’ attention to the prompts given and essay some posible completions. Write them on the board. Next,
have students read the example and compare with their brainstormed ideas. Then, they follow the instructions to write about one of
their friends. Once they have inished, they share their text with a classmate. Get some selected students to read their texts for the
class. Give feedback if necessary.
4. For activity 4, have them think of their best friend and follow the steps to write about him or her.
IV. TAREA A TRABAJAR EN CASA
Assign Workbook activities 1 to 6 on pgs. 11 and 12. 

V. EVALUACIÓN
COMPETENCIA INDICADORES EVALUATIVOS INSTRUMENTOS DE EVALAUCIÓN
• Write sentences using present simple and REGISTRO AUXILIAR
Written Expression PRACTICA CALIFICADA
present continuous tense.
Elija un elemento.

PROF(A) YOVANA FABIAN PEREZ JOSE GOMEZ CALISAYA

PROFESORA DE INGLÉS DIRECTOR DE LA INSITUCIÓN EDUCATIVA