| Phase | Time | Activities | Objectives | Methodological Approach | Adaptations for Grade 4 |
|---|---|---|---|---|---|
| Phase 1: Introduction, Prior Knowledge, Problem Identification | 1 session (45 min) | - Brainstorm: What do students know about verbs and actions? <br> - Discuss daily routines (e.g., "I eat breakfast", "She plays soccer"). <br> - Identify common mistakes or questions about using verbs in English. | - Activate prior knowledge. <br> - Recognize the need to understand the Present Simple tense. | Inquiry-Based: Elicit student ideas, connect to their experiences. | Use visuals and simple language; encourage students to share familiar routines. |
| Phase 2: Inquiry Questions, Initial Explanation | 2 sessions (each 45 min) | - Pose questions: "When do we use the Present Simple?" "How do we form sentences?" <br> - Teacher explains the rules: subject + base verb (+s/es for he/she/it). <br> - Use visual aids and interactive activities (e.g., matching sentences with rules). | - Develop curiosity and initial understanding of rules. | Inquiry-Based: Engage students with questions, promote exploration. | Use age-appropriate language, visual aids, and examples relevant to their daily life. |
| Phase 3: Conclusions related to the general problem | 1 session (45 min) | - Group activity: Create sentences about their routines. <br> - Share and discuss what they learned about the Present Simple. | - Consolidate knowledge. | Inquiry-Based: Reflect and articulate understanding through discussion. | Guide students to express their ideas simply; encourage peer feedback. |
| Phase 4: Design and Construction of a Proposal, Evaluation, Dissemination | 2 sessions (each 45 min) | - Design a "Daily Routine Booklet" with sentences using Present Simple. <br> - Present their booklets to classmates. <br> - Stage a mini "English Day" where students share routines in English. | - Apply the rules creatively. - Demonstrate understanding. | Inquiry-Based: Encourage creation, presentation, and peer evaluation. | Support with sentence starters, visuals, and peer collaboration. |
| Complements: | - Integrate 21st-century skills: collaboration, communication. <br>- Connect to daily life: routines and intercultural examples (e.g., different cultures’ routines). <br>- Critical Thinking: Analyze sentences, reflect on language use. <br>- Formative Assessment: Observation, participation, and student reflections. |
| Phase | Time | Activities | Details and Adaptations | |
|---|---|---|---|---|
| Phase 1: Introduction & Prior Knowledge | 45 min | Activity: Brainstorming & Discussion | - Use images and flashcards showing actions (e.g., "run," "eat," "sleep"). <br> - Students share routines in their language and translate if possible. <br> - Teacher notes common verb forms and questions students have. | Simplify language; use visual aids; encourage oral sharing. |
| Phase 2: Inquiry Questions & Rules Explanation | 90 min | Activities: <br>- Questioning session: "When do we add 's'?" <br>- Teacher introduces rules with examples. <br>- Interactive game: Matching sentences to rules (e.g., "He plays" matches with "Add 's' for he/she/it"). <br>- Use of videos or animations explaining the rules. | Use colorful charts, real-life examples, and kinesthetic activities like acting out routines. | |
| Phase 3: Summarizing & Reflection | 45 min | Activity: Create sentences about personal routines | - Students write and share sentences like "I watch TV" or "She goes to school". <br> - Class discussion on what they noticed about the rules. | Provide sentence frames; encourage peer feedback; use visual cues. |
| Phase 4: Application & Dissemination | 90 min | Activities: <br>- Design a "My Daily Routine" booklet with pictures and sentences. <br>- Present routines to the class. <br>- Organize a mini exhibition or "English Day" with student presentations. | Use templates and assistive visuals; promote peer support; incorporate cultural routines from different countries. |
| Action | Implementation | Expected Outcomes |
|---|---|---|
| Explore routines from diverse cultures | Include examples of daily routines from different countries (e.g., siesta in Spain, tea time in the UK). | Develop intercultural awareness and respect for diversity. |
| Analyze language patterns critically | Discuss why we add 's' or 'es' and how it relates to subject-verb agreement. | Encourage critical thinking about language rules and their logic. |
| Skill | Activity | Purpose |
|---|---|---|
| Collaboration | Group work designing routines | Foster teamwork and communication. |
| Creativity | Making booklets and presentations | Promote innovation and self-expression. |
| Critical Thinking | Analyzing sentence rules | Develop reasoning skills. |
| Digital Literacy | Use of tablets or computers for creating digital routines | Integrate technology skills. |
| Indicators | Assessment Methods | Adaptation |
|---|---|---|
| Understanding of Present Simple rules | Observation, student participation, mini quizzes | Use visual aids, simplified questions, and peer assessment. |
| Ability to produce correct sentences | Student-created sentences and presentations | Provide sentence starters and peer feedback opportunities. |
| Engagement and critical thinking | Class discussions and reflections | Encourage questioning and reasoning during activities. |
This comprehensive plan ensures that students actively explore, understand, and apply the Present Simple tense through inquiry, creativity, and intercultural awareness, fostering critical thinking and 21st-century skills suited for 4th-grade learners.