Present simple and continuous

1. A World Language, The English Language
1. Level
2. Key competences
3. Objectives
4. Contents
5. Time of contents
6. Activities
7. Evaluation criteria
8. Use of ICT
9. Methodology
10. Attention to diversity

2. 1. Level
This didactic application has been
designed for 1st
Bachillerato. The
capacity to communicate in a foreign
language is a need in our modern society
due to: cultural, economic, technological
and scientific international cooperation;
tourism and communication media.

3. This didactic application tries to develop in our students:
- The competence of linguistic communication
- The competence in processing information and use
of ICT
- The competence in social skills and citizenship
2. Key competences

4. 3. Objectives
1. To talk about different languages.
2. To read texts about the English language.
3. To listen to several English accents.
4. To compare the uses of the present simple/continuous.
5. To write compositions.
6. To respect other languages and ways of life.

5. 4. Contents
1. Speaking about world languages and the English
language.
2. Reading of articles about the English language.
3. Writing task about cultural differences among Britain,
the United States and Spain.
4. Listening to native speakers of English.
5. Present simple/continuous. BE/AE spelling.
6. English language as a vehicle for an international
understanding.

6. This didactic application will be developed in
3 sessions of 50 minutes , since present
simple/continuous is a review unit for
students of Bachilllerato.
5. Time of contents

7. 6. Activities
Discusión Point
Answer the questions using the list below:
Which language in the world is spoken by most people?
Which language has the largest vocabulary?
Which is the oldest written language?
Which sub-continent has the largest number of languages?
Which language has no irregular verbs?
Which language has the most letters in its alphabet?
In which language is the largest encyclopaedia printed?
Spanish Cambodian English Egyptian Esperanto
Mandarin Chinese Indian

9. P re-reading task
1. D o you th in k th e fo llo w in g statem ents are “tru e” o r “false”?
 E n g lish w a s a lre a d y a n im p o rta nt w o rld la ng u ag e 40 0 yea rs a g o . (… … ..… .)
 It is m a in ly b e ca u se o f the U S th at E n g lish h a s b e co m e a w o rld la ng u ag e . (… … … … )
 O n e p e rso n o u t o f se ven in th e w o rld sp ea ks p e rfe ct E n g lish . (… … … … )

10. 2 . R e a d t h e a r t i c l e o n E n g l i s h a s a W o r l d L a n g u a g e a n d f i n d o u t t h e a n s w e r s
t o t h e t r u e / f a l s e s t a t e m e n t s .
T o d a y , w h e n E n g lis h is o n e o f t h e m a jo r la n g u a g e s in t h e w o r ld , it r e q u ir e s a n e f f o r t o f t h e
im a g in a t io n t o r e a liz e t h a t t h is is a r e la t iv e ly r e c e n t t h in g , th a t in S h a k e s p e a r e ’s t im e , f o r e x a m p le ,
o n ly a f e w m ill io n p e o p le s p o k e E n g lis h , a n d t h e la n g u a g e w a s n o t t h o u g h t t o b e v e r y im p o r t a n t
b y t h e o t h e r n a t io n s o f E u r o p e , a n d w a s u n k n o w n t o t h e r e s t o f th e w o r ld .
E n g lis h h a s b e c o m e a w o r ld la n g u a g e b e c a u s e o f it s e s t a b lis h m e n t a s a m o t h e r to n g u e
o u t s id e E n g la n d , in a ll t h e c o n t in e n t s o f t h e w o r ld . T h is e x p o r t in g o f E n g lis h b e g a n in t h e 1 7 t h
c e n t u r y , w it h t h e f ir s t s e t t le m e n t s in N o r t h A m e r ic a . A b o v e a ll, it is t h e g r e a t g r o w t h o f p o p u la t io n
in t h e U n it e d S t a t e s , a s s is t e d b y m a s s iv e im m ig r a t io n in t h e 1 9 t h a n d 2 0 t h c e n t u r ie s , t h a t h a s
g iv e n t h e E n g lis h la n g u a g e it s p r e s e n t s ta n d in g in t h e w o r ld .
P e o p le w h o s p e a k E n g lis h f a ll in t o o n e t h e t h r e e g r o u p s : t h o s e w h o h a v e le a r n e d it a s t h e ir
n a t iv e la n g u a g e ; th o s e w h o h a v e le a r n e d it a s a s e c o n d la n g u a g e in a s o c ie t y t h a t is m a in ly
b ilin g u a l: a n d t h o s e w h o a r e f o r c e d to u s e it f o r a p r a c t ic a l p u r p o s e : a d m in is t r a t iv e , p r o f e s s io n a l
o r e d u c a t io n a l. O n e p e r s o n in s e v e n o f t h e w o r ld ’s e n t ir e p o p u la t io n b e lo n g s to o n e o f th e s e th r e e
g r o u p s . I n c r e d ib ly e n o u g h , 7 5 % o f th e w o r ld ’s m a il a n d 6 0 % o f t h e w o r ld ’s t e le p h o n e c a lls a r e in
E n g lis h .

11. Y o u w ill h e a r s ix n a t iv e s p e a k e r s o f E n g lis h f r o m d if f e r e n t c o u n t r ie s d e s c r ib in g t h e ir c a p it a l c it y .
P u t t h e n u m b e r o f t h e s p e a k e r in t h e r ig h t b o x . T r y t o r e c o g n iz e t h e d if f e r e n t a c c e n t s .
A m e r i c a n [ ] W e l s h [ ]
A u s t r a l i a n [ ] I r i s h [ ]
S c o t t i s h [ ] E n g l i s h [ ]

12. 1 . W r it e t h e p r e s e n t s im p le o r p r e s e n t c o n t in u o u s fo r m o f t h e v e r b s . In th e a n s w e r s ,
c h o o s e t h e B r it is h w o r d .
a ) W h e re … … … … y o u … … … … .. ? ( liv e )
I … … … … … . ( liv e ) in a f la t /a p a r t m e n t .
b ) W h a t … … … … … . th o s e m e n … … … … … .. th e re ? ( d o )
T h e y … … … … … … … . (r e p a ir ) th e e le v a t o r /lift .
c ) M y b r o th e r n e v e r … … … … … … ( e a t) c o o k ie s /b is c u it s .
d ) P e te r a n d h is w ife … … … … … … … (h a v e ) a h o lid a y /v a c a t io n .
e ) W h a t … … … … … … th e c h ild r e n … … … … … … … ? (w a tc h )
T h e y … … … … … … … … (w a tc h ) th e n e w S im p s o n f ilm /m o v ie .
f) M y p a r e n ts … … … … … … … .. ( n o t e n jo y ) th e ir h o lid a y s in A u t u m n /F a ll.
g ) M y f la tm a te … … … … … … … .. ( p a y ) th e b ill/c h e c k th is m o n th .
h ) T h e B r itis h G o v e r n m e n t /A d m in is tr a t io n … … … … … … … … . ( c a r e ) a b o u t in te r n a tio n a l te r r o r is m .
i) … … … … .. w e … … … … … .. to s to p fo r g a s /p e t r o l? ( n e e d )
j) S u s a n a lw a y s … … … … … … .. ( w e a r ) p a n t s /t r o u s e r s in w in te r , b u t to d a y s h e … … … … … … … ..
( w e a r ) a s k ir t.

13. 2 . C o m p le te th e te x t w ith th e p re s e n t s im p le o r p re s e n t c o n tin u o u s a n d u n d e r lin e s e v e n
e x a m p le s o f U S v o c a b u la r y a n d th r e e o f U S s p e llin g .
It’ s g r e a t n e w s th a t y o u … … … … … … . ( c o m e ) to s e e u s n e x t m o n th . W h y n o t c o m e in
th e f a ll, a s th e c o lo r s a r e b e a u tif u l th e n , a n d th e k id s … … … … … … … ( s tu d y ) a t h ig h
s c h o o l a n d I … … … … … … ( n o t w o r k ) a t th a t tim e . T h e ir s u m m e r v a c a tio n
… … … … … … . ( e n d ) in th e m id d le o f S e p te m b e r , th a n k g o o d n e s s ! O f c o u r s e , y o u c a n
s ta y w ith u s ; o u r a p a r tm e n t … … … … … .. ( n o t b e ) v e r y b ig b u t I’ m s u r e it’ ll b e f in e .
… … … … … . y o u … … … … … … ( w a n t) to b o r r o w o u r c a r ? I t w o u ld b e a g o o d w a y o f
tr a v e lin g a r o u n d , a s g a s is v e r y c h e a p , a n d w e … … … … … … .. ( liv e ) ju s t o f f th e m a in
h ig h w a y , w h ic h is q u ite f a r f r o m th e c e n te r . O f c o u r s e , y o u c o u ld u s e th e s u b w a y , b u t
s o m e p e o p le s a y it’ s d a n g e r o u s .
S o w r ite a s s o o n a s y o u … … … … … … … ( k n o w ) y o u r p la n s .
H o p e to h e a r f r o m y o u s o o n .
L o v e , C a th y .

14. A c o m m o n l a n g u a g e a n d c u l t u r e u n i t i n g u s a c r o s s p o l i t i c a l f r o n t i e r s ? F o r g e t i t .
I n b a r s , s o r r y , “ p u b s ” , y o u c a n ’ t j u s t a s k f o r a b e e r , y o u k n o w . O h n o . y o u h a v e t o a s k
f o r “ b i t t e r ” w h i c h i s w a r m o r “ l a g e r ” w h i c h i s c o l d . Y o u p a y f o r y o u r d r i n k s w h e n t h e y
s e r v e y o u a n d i f y o u a r r i v e a f t e r e l e v e n o ’ c l o c k a t n i g h t , y o u w o n ’ t b e s e r v e d a t a l l.
D o n ’ t t h i n k i t ’ s ju s t t h e b a r s t h a t a r e d i f f e r e n t . H o w m a n y o t h e r c o u n t r i e s c a n y o u n a m e
w h e r e t h e y d r i v e o n t h e l e f t ? Y o u d o n ’ t b e l i e v e m e ? W a t c h o u t ! Y o u a l s o h a v e t o h a v e a
l i c e n c e f o r y o u r T V . Y e s s i r , y o u h e a r d ! A l i c e n c e f o r y o u r T V ! T h i s p i e c e o f p a p e r c o s t s
1 1 0 p o u n d s a y e a r ( $ 1 7 0 i n r e a l m o n e y ) . T h e p o l i c e d o n ’ t c a r r y g u n s ( j u s t t h e c r i m i n a l s )
a n d t h e r e ’ s n o c o n s t i t u t i o n . W e l l , t h e y ’ v e g o t t h e Q u e e n , h a v e n ’ t t h e y ?
A c o m m o n l a n g u a g e , t h e n ? D o n ’ t b e l i e v e a w o r d o f i t . A s a m a t t e r o f f a c t , y o u ’ l l b e
l u c k y e n o u g h i f y o u u n d e r s t a n d a w o r d o f i t . T h e y c a l l “ t r o u s e r s ” t o p a n t s . “ T h a t w a s
q u i t e g o o d ” d o e s n ’ t m e a n i t w a s v e r y g o o d . I t m e a n s “ i t w a s O K ” . W o r r y i n g a b o u t
o p e n i n g y o u r m o u t h ? J u s t k e e p s a y i n g “ t h a n k s ” , “ t h a n k y o u ” , “ s o r r y ” a n d “ e x c u s e m e ”
i n a s m a n y d i f f e r e n t t o n e s o f v o i c e a s y o u c a n , t h a t ’ s 9 0 % o f w h a t t h e y s a y , a n y w a y .
C o m p r e h e n s i o n C h e c k
1 ) I s t h e p e r s o n w h o is t a lk in g B r it is h o r A m e r ic a n ? H o w d o y o u k n o w th a t ?
2 ) W h a t d o e s t h e a u th o r s a y a b o u t p o lit e n e s s in B r it a in ?
3 ) D o e s t h e a u th o r s a y t h a t t h e N o r t h A m e r ic a n s a n d t h e B r it is h h a v e t h e s a m e c u s t o m s
a n d t r a d it io n s ?

15. W rite a b o u t y o u r ty p ica l b re a k fas t in S p a in . U s e th e w o rd s b e lo w .
C o ffe e m ilk ste w e d fru it su g a r fru it ju ic e m a rm a la d e sa u sa g e s
to m a to e s to a st p a n c a k e s m a p le sy ru p c e re a ls
sc ra m b le d e g g s te a y o g h u rt b lu e b e rrie s
c h e e se h a m b isc u its/c o o k ie s c a k e s
m ilk sh a k e c h o c o la te

16. P R O J E C T
I m a g i n e y o u a r e a n A m e r i c a n o r B r i t i s h t e e n a g e r a n d y o u a r e l i v i n g i n
E n g l a n d o r A m e r i c a f o r a y e a r . W r i t e a l e t t e r t o a m e m b e r o f y o u r f a m i l y
( b o y f r i e n d , g i r l f r i e n d , b r o t h e r , s i s t e r , … ) d e s c r i b i n g t h e d i f f e r e n c e s
b e t w e e n b o t h c u l t u r e s a n d a n y t h i n g t h a t h a s c a u g h t y o u r e y e .
G i v e y o u r o p i n i o n a b o u t t h e c u l t u r e y o u a r e d e s c r i b i n g i f y o u w a n t t o .

17. 7. Evaluation criteria
1. Understand and produce messages coherent and fluently.
2. Write compositions with a logical organization of ideas.
3. Be able to use the present tenses.
4. Develop a critical attitude towards different languages.

18. 8. Use of ICT
The importance of the use of thenew technologies as a
classroom procedure is essential for the teaching-learning of
English in Bachillerato:
● Interactive whiteboards
● Webs
● Wikis
● Blogs
● Podcasts
● Emails
Interesting webs for students:
● www.isabelperez.com
● www.agendaweb.com
● www.cambridge.org
● www. oup.com/elt
● www.wikispaces.com
● www.edublog.org

19. 1. We will foster learning autonomy with adequate techniques and
strategies.
2. Linguistic competence is seen from the communicative point of
view.
3. Activities must be authentic.
4. Pairs and groups are developed.
5. Oral productions are stimulated to develop students'
communicative competence.
9. Methodology

20. 10. Attention to diversity
Personal differences must be carefully considered:
● Interests
● Motivations
● Abilities
● Learning styles