PRESENT CONTINUOUS: QUESTIONS

Unit of a long term plan: Holidays and Travel

School: №12

Date:

Teacher name:

CLASS: 7

Number present:

absent:

Lesson title

PRESENT CONTINUOUS: QUESTIONS

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

C6: organize and present information clearly to others

UE10 use Present Simple and Present continuous forms on a range of familiar general and curricular topics.

W3: write with moderate grammatical accuracy on a limited range of general and curricular topics

Lesson objectives

All learners will be able to

• learn the question form of the present continuous.

• learn the rules for using the Present Continuous.

• practise using the Present Continuous.

Most learners will be able to:

• ask the questions

• answer the questions

• order the words to make questions

• complete the sentences

Some learners will be able to:

• write questions using the present continuous.

• to make sentences using grammar structure Present Continuous.

Assessment criteria

• recognize the content of an extended conversation using some supporting information

• provide unprepared speech to answer a variety of level to unexpected comments on a growing range of general and curricular topics

• demonstrate an ability to organize and express ideas clearly

• identify the correct form of a word, appropriate sentence structure and text layout

Level of thinking skills

Knowledge comprehension, application

Values links

• Secular society with high spirituality

Cross-curricular links

Kazakh and Russian language

Previous learning

HOUSEWORK, PRESENT SIMPLE and PRESENT CONTINUOUS

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

5min

Greeting

Brainstorming

Today we are going to have a very interesting lesson. First of all let’s divide into 2 groups. Come here. Take the cards. Who takes ‘Present Simple’, that will be the group “Present Simple” and who takes ‘Present Continuous’ that will be the group “Present Continuous”.

Now let’s elect the captain of the groups. I put a question to each group. Who answers the question that will be the captain of the group.

Questions:

1. What is Present Simple? Name the time expressions.

2. What is Present Continuous? Name the time expressions.

Ok, now let’s revise our previous lesson by doing grammar quiz.

Descriptor: A learner

• finds correct answers -1

After finishing, please exchange your worksheets and check each other. Look at the blackboard. The correct answers are given.

Here, I give all the learners “Blob tree” for self-assessment. After every task is done, you should show you knowledge level by painting a person.

FA: Blob tree

Worksheet 1

Grammar quiz

Middle

32min

The theme of our lesson is Present Continuous: questions. First of all. Let’s speak about them in Kazakh and Russian.

1. Нақ осы шақ дегеніміз не?

Нақ осы шақ- іс-әрекеттің дәл қазір орындалып жатырғанын білдіреді. Нақ осы шақ қалып етістіктің (“жүр”, “жатыр”, “отыр”, “тұр”) тікелей жіктелуі арқылы жасалады.

2. Что такое Настоящее время.

Настоящее время — действие которое происходит сейчас.

В русском языке нет отдельного настоящего длительного времени (Continuous), однако существуют отдельные соотносимые глаголы: Я бегу (в настоящий момент, I am running) — Я бегаю (в течение некоторого времени, I run).

So, what is Present Continuous?

Present Continuous is used to talk about action in progress, which is happening right now.

Present Continuous: questions

The question form is made by inverting the verb be and the –ing form.

Short answers are made with the verb only, without –ing form of the main verb.

Question words go before the verb be

E.g. What are you making for lunch?

Why is he cleaning the floor now?

Time expressions like now or at the moment are often used with the present continuous.

NOTE: that there are some verbs (stative verbs) which are not normally used in the continuous form, because they describe states which remain true, not actions in progress. These include: understand, know, like, love, hate and want.

E.g. I like your new sofa.

NOT I am liking your sofa

Do you want a coffee?

NOT Are you wanting a coffee?

Task#1 It is a differentiated task.

Listening. Listen to the audio attentively and then match questions 1-3 with answers a-c.

1. Is Megan talking to Jack?

2. What are Jack and Megan doing?

3. Is Jack reading a comic?

1. No, he isn’t

2. Yes, she is

3. They’re doing a quiz

Descriptors: A learner:

- listens to an audio -1

- matches the answers -1

Task#2 Describe the pictures by asking and answering the following questions. Talk about 1 minute.

CCQ strategy. (GW and PW)

Learners pass a soft toy, whoever has it, must answer your next question and they pass it on to the learner of their choice.

Descriptors: A learner:

- supports his team

- uses all special questions

- gives full and extended answers

Physical training.

Now, my friends, let’s train.

You are standing now

You are sitting now

You are clapping hands now

You are active now

You are dancing now

You are shaking now

You are happy at the moment

Because you are

Enjoying the lesson now!!!

Thank you, sit down!

Task#3 Write a riddle about the things in the class.

Now, captains come to me and take 2 cards. In these cards the answers of the riddles are written. Your task is to make 2 riddles on the basis of the words in your papers.

You should use Present Simple and Present Continuous forms. (GW)

WORDS: a classroom, a teacher, pupils, a chair

Descriptors: A learner

• makes a riddle -1

• finds them -1

Task#4 Complete the sentences

Descriptors: A learner

• orders the words to make sentences

• reads the completed sentences

Task#5 Answer the questions

After checking that students formed the

questions correctly in Task#4, ask them to work in pairs.

They ask the questions and supply answers that are true

for them or invent information to fit. (PW)

Descriptors: A learner

• answers the questions

• works in pair

Now, leaders assess your team.

Pupil’s book ex.1 p.27

Worksheet#1

Worksheet#2

Worksheet#3

https://www.bilimland.kz/kk/content/structure/2124-10_14_zhas#lesson=14224

Worksheet#4

Worksheet#5

End

Home task

Your home task is to revise all the taught tasks.

FEEDBACK: Your impression!

Learners write their impression and stick them.

I know I doubt I don’t understand

At the end of the lesson, students reflect on:

- what they learned

- what remained unclear for them

- what they need to continue working on

The lesson is over! Thank you for your participation. Good-bye!

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

The lesson objectives were realistic. All pupils achieve the LO

My planned differentiation work well

By outcome

By task

By support.

Through questioning and the redirecting of questioning in feedback activities.

Through observation in group work.

Health saving technologies.

• white board is used no more

• than 5 minutes

• personal computers are used

• no more than 10 minutes

• use colored pencils

• use mucilage glue

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

I achieve all goals, because it’s SMART

Yes, they did tasks very quickly with big interest.

Yes, the tasks were was effective to show differentiation

Yes, I did

I didn’t change my plan