UNIVERSIDAD CENTRAL DEL ECUADOR

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ENGLISH MAJOR

LESSON PLAN
Lesson title: Present Continuous – Affirmative Statements
Level: Teacher: Aguirre Estefania, Cárdenas Milena, Fuerte Vinicio, Salas Unit:
A1 Lizeth
Date: Thursday, December 13th, 2018
# students: 28
Objectives: 1. To recognize when and how to use the present continuous.
2. To form affirmative sentences in the present continuous.
Learning 1. Students will be able to recognize the use of the present continuous.
outcomes: 2. Students will be able to create affirmative sentences employing the
present continuous tesnse.
Materials: Board, markers, projector, speakers, flashcards, cardboards,
Warm-up HOT POTATO
PRIMARY ACTIVATION (See Annex 1)
Phase Description Time
Skill: Listening, Reading
Kind of work: Individual work
Technique: Concert Session
Procedure:
1. The teacher plays a background music (Classical Music) 5
2. The teacher gives the students a piece of paper in which there is a minutes
dialogue related to the Present Continuous – Affirmative
Sentences (See Annex 2)
3. The teacher read the dialogue with the musical accompaniment.
4. The teacher matches his/her voice to the rhythm and intonation of
the music.
Experience
5. The students follow the reading as the teacher reads the passage.
(lead-in)
6. The teacher finishes the first reading.
7. The teacher asks the students to keep the script.
8. The teacher plays a different background music.
9. The teacher reads again the script, but this time there is no need to
use a special intonation.
10. The students listen.
Assessment: Listening, Reading
Skill: Critical thinking, Speaking, Writing
Kind of work: Pair work
Technique: Brainstorming
Procedure: 3
1. The teacher gives to each pair of students a piece of paper. minutes
2. The teacher writes the following question on the board “In which
Abstract
situations do we use the Present Continuous?”
Reflection
3. The teacher asks his/her students to write down their answers on
the piece of paper.
4. When the students have finished, the teacher asks them to stick
their answers around the question in order to build a mind map.
Assessment: Critical thinking, Speaking, Writing
 Skill: Listening, Critical thinking
Kind of work: Individual work
Technique:
Procedure:
1. The teacher writes down a sentence on the board.
2. The teacher picks four different students randomly.
3. The teacher asks those students to identify each part of the
8
Conceptualization sentence that is on the board.
minutes
4. If the students make a mistake, the teacher corrects them gently.
5. The teacher asks the students to go back to their seats.
6. The teacher explains the students about the time expressions used
in the present continuous tense.
7. The students have the chance to asks to their teacher any doubt
left.
Assessment: Critical thinking, listening, speaking
Skill: Writing – Critical thinking
Kind of work: Group Work
Technique: Game: Pictionary Sentences
Procedure:
1. The class will be divided into three groups, from which two people will
participate representing each group. 13
Active
2. The two participants will select three papers that will contain a subject, minutes
Experimentation
a verb and a place.
3. The two participants will act the verb, and draw the subject and the
place so that their partners can guess what they are talking about.
4. Then, one of the two participants will write a sentence in the present
continuous according to what the rest of the group says.
Assessment: Writing-Critical Thinking
Instructions:
Homework a. Students will be given the following link in order to get an
assignment. 1
https://wheeldecide.com/index.php?c1=PICTURE+1&c2=PICTU minutes
RE+2&c3=PICTURE+3&c4=PICTURE+4&c5=PICTURE+5&co
l=light&t=HOMEWORK+TIME&time=5
b. The students will have to describe the picture chosen by the
spinning wheel on the next lesson.
Annex 1

Annex 2