Objectives (5 - 7 minutes)

1. Understand the structure of Present Continuous: The main objective is for students to be able to recognize and understand the basic structure of the present continuous tense in the English language. They should be able to correctly identify the formation of the tense, including the use of the verb 'to be' and the gerund.

2. Identify and apply Present Continuous in everyday situations: Students should be able to identify the use of the present continuous in sentences and texts and apply it correctly in their own written and oral communications. They should be able to realize that the present continuous is used to talk about ongoing actions in the present.

3. Review and consolidate vocabulary related to daily activities: To facilitate the application of the present continuous, students will also review and consolidate vocabulary related to daily activities. They should be able to identify and use these words together with the present continuous to form complete and coherent sentences.

Secondary Objectives:

• Stimulate active student participation: The teacher should encourage active student participation throughout the lesson, stimulating questions, discussions, and the practice of the content learned.

• Promote student autonomy in learning: Students should be encouraged to seek knowledge autonomously through practical activities and study. The teacher should guide students on how they can continue to practice and deepen the content learned after the lesson.

Introduction (10 - 15 minutes)

1. Review of previous contents: The teacher starts the lesson by reminding students about verbs in English, including the basic structure of a verb, the difference between regular and irregular verbs, and how verbs are used in different tenses. This can be done through a quick oral review or a short written activity to assess students' prior knowledge.

2. Problem situation: The teacher can present two problematic situations to arouse students' interest. The first one can be a short dialogue in English where a character describes what they are currently doing, using the present continuous tense. The second one can be a list of sentences in English where students must identify those in the present continuous. These problematic situations will set the stage for the introduction of the concept of the present continuous.

3. Contextualization: The teacher should then contextualize the importance of the present continuous, explaining that it is a tense widely used in everyday conversations in English to describe what is happening at the moment. The teacher can provide examples of real situations where the present continuous would be used, such as in a conversation about the weather, about what someone is doing at work or at home, or about plans for the weekend.

4. Gaining attention: To capture students' attention, the teacher can share some curiosities or interesting facts about the present continuous. For example, they can mention that the present continuous is one of the easiest tenses to form in English, as it only involves adding the verb 'to be' in the present and the gerund of the main verb. Another curiosity is that, in English, the present continuous is used more frequently than the simple present, while in many other languages it is the opposite.

5. Introduction of the topic: Finally, the teacher presents the topic of the lesson - 'Verbs: Introduction to Present Continuous' - and briefly explains what students will learn and do during the lesson. The teacher can say: 'Today, we will learn about a very important tense in English, the present continuous. We will understand how it is formed, when and how to use it, and practice a lot so that you can use it in your own conversations and writings in English. Let's begin!'

Development (20 - 25 minutes)

1. Sentence construction activity (10 - 12 minutes): The teacher divides the class into groups of 4 to 5 students and distributes colored cards. On each card, the teacher writes a word related to a daily action, such as 'eating', 'running', 'reading', 'writing', 'playing', 'sleeping', etc. The students, in their respective groups, must organize the words on the cards to form sentences in the Present Continuous. For example, if a group receives cards with the words 'I', 'am', 'reading', they must form the sentence 'I am reading'. The teacher circulates around the room, assisting the groups and asking questions to check the understanding of the concept.

   • Step 1: The teacher divides the class into groups and distributes the cards.
   • Step 2: The students, in their respective groups, organize the words on the cards to form sentences in the Present Continuous.
   • Step 3: The teacher circulates around the room, assisting the groups and asking questions to check the understanding of the concept.

2. Dramatization activity (7 - 8 minutes): Still in their groups, students must choose one of the sentences they formed in the first activity and create a short scene or dialogue that uses it. For example, if the formed sentence was 'They are playing football', students can create a scene of friends playing soccer in the park. This activity allows students to practice the formation and use of the Present Continuous in a fun and contextualized way.

   • Step 1: Students choose one of the sentences formed in the previous activity.
   • Step 2: In their groups, they create a short scene or dialogue using the chosen sentence.
   • Step 3: The groups present their scenes or dialogues to the class.

3. Writing activity (3 - 5 minutes): Finally, students, still in their groups, must write a short paragraph describing what they and their group mates are currently doing. The teacher can provide a model to guide the writing, such as: 'In my group, John is reading a book, Mary is writing a letter, and Tom is playing a game on his phone.' The teacher should remind students to use the Present Continuous correctly in their sentences. This activity allows students to practice writing longer and more complex sentences in the Present Continuous.

   • Step 1: Students, in their groups, write a short paragraph describing what they and their group mates are currently doing.
   • Step 2: The groups share their paragraphs with the class.
   • Step 3: The teacher provides feedback on the students' paragraphs, highlighting strengths and areas for improvement.

These activities allow students to practice the formation and use of the Present Continuous in a playful and contextualized manner, as well as develop their oral and written communication skills in English. The teacher should circulate around the room, assisting the groups, correcting errors, providing feedback, and encouraging the participation of all students.

Feedback (8 - 10 minutes)

1. Group discussion (3 - 4 minutes): After the conclusion of the activities, the teacher should gather the students in a large circle for a group discussion. Each group should share their main discoveries and challenges during the activities. The teacher should encourage students to explain the reasoning behind their word and sentence choices, and to discuss how they applied the concept of the Present Continuous in their scenes and paragraphs. This not only helps to consolidate learning but also promotes communication and collaboration among students.

   • Step 1: The teacher gathers the students in a large circle.
   • Step 2: Each group shares their main discoveries and challenges.
   • Step 3: The teacher facilitates the discussion, asking questions to stimulate critical thinking and reflection.

2. Connection to theory (2 - 3 minutes): After the discussion, the teacher should briefly review the theory, connecting it to the practical activities. For example, highlighting how the structure of the Present Continuous was applied in forming sentences and paragraphs, and how the tense was used to describe ongoing actions. The teacher can also reinforce the use of the Present Continuous in everyday situations, such as in the scenes created by the students.

   • Step 1: The teacher provides a brief review of the theory.
   • Step 2: The teacher connects the theory to the practical activities, highlighting the main points.

3. Individual reflection (3 - 4 minutes): To conclude the lesson, the teacher proposes that students reflect individually on what they have learned. The teacher asks questions like: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'. Students are encouraged to write down their answers in a notebook or on a piece of paper. The teacher should remind students that reflection is an important part of the learning process, as it helps to consolidate knowledge and identify areas that still need improvement.

   • Step 1: The teacher proposes that students reflect individually on what they have learned.
   • Step 2: Students write down their answers.
   • Step 3: The teacher reminds students of the importance of reflection for learning.

Feedback is a crucial stage of the lesson plan, as it allows the teacher to assess students' progress, identify any gaps in understanding, reinforce key concepts, and promote critical thinking and metacognition among students. This helps make learning more meaningful and lasting.

Conclusion (5 - 7 minutes)

1. Summary and Recap (2 - 3 minutes): The teacher should start the conclusion of the lesson by briefly summarizing the main points covered during the lesson. This includes the structure of the Present Continuous, the use of 'to be' and the gerund, and the application of the tense to describe ongoing actions in the present. The teacher can ask review questions to check students' understanding and reinforce the concepts learned.

   • Step 1: The teacher summarizes the main points of the lesson.
   • Step 2: The teacher asks review questions to check students' understanding.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should explain how the lesson connected the theory of the Present Continuous with practice through sentence construction, dramatization, and writing activities. The teacher can highlight how these activities allowed students to apply what they learned in a fun and contextualized way. Additionally, the teacher should reinforce the importance of the Present Continuous for everyday communication in English, and how students can continue to practice and improve their skills in the tense outside the classroom.

   • Step 1: The teacher explains how the lesson connected theory with practice and applications.
   • Step 2: The teacher reinforces the importance of the Present Continuous for communication in English.
   • Step 3: The teacher guides students on how they can continue to practice and improve their skills in the tense.

3. Supplementary Materials (1 - 2 minutes): The teacher should then suggest supplementary materials for students who wish to deepen their knowledge of the Present Continuous. This may include English resource websites, textbooks, educational videos, language learning apps, among others. The teacher should briefly explain what each resource offers and how it can be useful for students.

   • Step 1: The teacher suggests supplementary materials for students.
   • Step 2: The teacher briefly explains what each resource offers and how it can be useful.

4. Importance of the Present Continuous (1 minute): Finally, the teacher should emphasize the importance of the Present Continuous for communication in English. The teacher can mention that, although the Present Continuous is a simple tense to form, it is crucial for expressing actions that are happening at the moment of speaking. Therefore, it is a valuable tool for enhancing fluency and naturalness in using English.

   • Step 1: The teacher emphasizes the importance of the Present Continuous for communication in English.

The conclusion of the lesson is an opportunity for the teacher to reinforce key concepts, connect theory with practice and applications, and guide students on how to continue learning. Additionally, it helps solidify the importance of what was learned and motivates students to continue improving their skills in the Present Continuous.