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Lesson Plan: The Present Continuous Tense (Energy-Saving Context)

Lesson Plan · Grade 7 · English

Lesson Plan: The Present Continuous Tense (Energy-Saving Context)

Lesson Plan: The Present Continuous Tense

1. General Information

  • Subject: English (ESL / EFL)
  • Topic: The Present Continuous Tense (Form, Uses, and Time Markers)
  • Thematic Context: Saving Energy & Everyday Activities (Studying, Reading, Sports, Conserving Resources)
  • Target Audience: Grade 7 (Class size: 36 students)
  • Proficiency Level: CEFR A2 (Basic User)
  • Duration: 45 minutes
  • Teaching Model: PPP (Presentation – Practice – Production) integrated with Communicative Language Teaching (CLT) and an Inductive Grammar Approach
  • Instructional Aids & Equipment: Laptop, multimedia projector, presentation slides, whiteboard and markers, printed student worksheets, visual cue cards, and Exit Ticket slips


2. Learning Objectives

By the end of this 45-minute lesson, students will be able to:
  1. Knowledge & Structure:
  • Correctly identify, recall, and formulate the three sentence patterns of the Present Continuous Tense:
  • Affirmative:
    
  • Negative:
    
  • Interrogative:
    
  • Recognize and apply at least 4 key time expressions indicating the tense (now, right now, at the moment, at present, Look!, Listen!).
  • Apply key spelling conventions when adding -ing (e.g., dropping silent -e, doubling single final consonants in CVC monosyllables, keeping -y).
  1. Functions & Meaning:
  • Distinguish between actions taking place exactly at the moment of speaking and ongoing/temporary situations happening around the current period.
  1. Application & Accuracy:
  • Accurately complete written exercises (fill-in-the-blanks, error correction, and sentence construction) with a minimum of 80% accuracy.
  1. Communication & Production:
  • Ask and answer questions in pairs and small groups about ongoing actions and energy-saving practices (e.g., turning off unneeded lights, unplugging appliances, recycling, saving water) using natural pronunciation and grammatically correct structures.


3. Anticipated Difficulties and Pedagogical Solutions

Anticipated Difficulty
Concrete Manifestation
Pedagogical Solution / Teacher Intervention
1. Omission of Auxiliary Verb (am/is/are)
Students say: "He turning off the computer." or "They saving electricity."
Use the "Twin Engine Rule" metaphor: explain that a continuous verb is like an airplane that needs both engines to fly (Engine 1 = am/is/are, Engine 2 = V-ing). If one is missing, the plane crashes. Use finger-pointing prompts or color-coded board markers to highlight the missing auxiliary.
2. Spelling Errors when Adding -ing
Students write: makeing, runing, studing (omitting doubling or wrong deletion).
Pre-teach and display a 3-rule mini-anchor chart on slides: (a) Drop silent -e (save → saving); (b) 1 vowel + 1 consonant in single-syllable word = double consonant (run → running, tap → tapping); (c) Keep -y (study → studying).
3. Confusion Between Present Simple and Present Continuous
Students confuse habitual actions with ongoing actions: "Look! He saves energy." or "I am turning off lights every day."
Use board timelines comparing a repeating dotted line (habitual → Present Simple + every day) versus a blinking point in progress (now → Present Continuous + now/at the moment). Use Concept Checking Questions (CCQs) to verify understanding.


4. Instructional Procedure (45 Minutes)

Time & Stage
Activity Objective
Teacher's Activities (including Guiding Questions & CCQs)
Students' Activities
Interaction Pattern
Materials & Equipment
Warm-up (5 mins)
Activate schema, introduce the topic of energy conservation, and generate interest.
- Displays Slide 1 showing a split image of "Classroom A" (lights on in daylight, AC running with windows open, computers idling) vs. "Classroom B" (students turning off switches, natural sunlight, unplugged chargers). - Asks open questions: "Look at Classroom A and Classroom B. What is happening? Which classroom is being responsible?" - Elicits initial observations: "In Classroom B, they are saving electricity!" - Praises answers and bridges to the lesson: "Today, we will learn how to describe actions happening right now and how our school is saving energy!"
- Look at the projected images. - Spot differences and shout out keywords (lights, waste, turn off, save). - Predict the lesson topic.
Whole Class (T-S)
Laptop, Projector, Slide 1 (Visual Comparison)
Presentation (10 mins)
Inductively deduce form, spelling rules, time markers, and usage via contextualized dialogue.
Step 1: Contextual Input - Projects a short comic strip dialogue between Lan and Minh on "Green School Day": Lan: Hi Minh! What are you doing? Minh: I am unplugging the laptop charger right now. Lan: Look! The fans are running in Room 7, but nobody is sitting there! Minh: Oh no! We are turning them off at the moment to save electricity. Step 2: Guided Inductive Discovery - Teacher asks Guiding Questions: 1. "Look at Minh's action. Is he unplugging the charger yesterday, every day, or right at this exact moment?" (Right now!) 2. "What words tell us the time?" (right now, Look!, at the moment). 3. "Notice the structure: 'I am unplugging', 'The fans are running', 'Nobody is sitting'. What two parts do all these verbs share?" - Handling Incorrect Deductions: If a student says "Just add -ing to the verb," teacher points to "am unplugging" and asks: "What word is in front of 'unplugging'? Can I say 'I unplugging'? No! We must have AM, IS, or ARE!" Step 3: Concept Checking Questions (CCQs) - "Are these actions finished?" → No, they are in progress. - "Are they happening now?" → Yes. - "For 'he/she/it', do we use am, is, or are?" → is. Step 4: Board Summary - Synthesizes target forms: (+)

; (-)

; (?)

. - Lists 4+ time markers: now, right now, at the moment, at present, Look!, Listen!
- Read the dialogue aloud in pairs. - Analyze underlined verbs under teacher's guidance. - Answer inductive questions and formulate rules together. - Copy the core structure and time markers into their notebooks.
T-S & Individual
Slide 2 (Comic Dialogue), Whiteboard, Color Markers
Practice (12 mins)
Reinforce accurate form through controlled and semi-controlled exercises.
Part 1: Controlled Drill (5 mins) - Distributes Handout (Section A: 5 sentences - Verb Conjugation & Spelling). - Sets timer for 3 minutes for individual work. - Calls 2 students to write answers on the board; conducts quick peer check. Part 2: Semi-controlled "Spot the Energy Wasters" (7 mins) - Projects an illustration of a school yard with 5 numbered characters doing various actions (Nam is turning off a leaking tap; Tom is leaving the computer on; Mai and Hoa are collecting recycled paper; Phong is reading a book under a tree; Linh is kicking a soccer ball). - Directs students to work in pairs: Write 3 affirmative sentences describing positive energy-saving actions and 2 negative sentences identifying energy waste. - Monitors the room, uses gentle correction cues ("Check the twin engine! Where is your 'is'?").
- Work individually on Section A of the handout. - Swap papers with desk partner to cross-check. - Work in pairs for Part 2: discuss the picture prompt and write sentences into Section B. - Share answers aloud when called upon.
Individual & Pair Work (S-S)
Handout Section A & B, Slide 3 (Picture Prompt), Timer
Production (13 mins)
Apply the Present Continuous in a communicative, student-centered role-play survey.
Activity: "The Green Patrol Inspection" - Divides class into 9 groups of 4 students. - Scenario: Each group is an "Eco-Inspection Team" surveying their school during break time. Each member receives a specific role card (e.g., Student A: Library monitor, Student B: Computer lab monitor, Student C: Sports field reporter, Student D: Classroom inspector). - Task: Group members take turns asking and answering what people in their assigned areas are doing right now to protect the environment and stay active. - Model: Q: What are the students doing in the library right now? A: They are reading books and turning off unneeded reading lamps. Q: Is anyone wasting paper in the classroom? A: No, Nam and Minh are collecting scrap paper at the moment. - Teacher circulates as a facilitator, noting down authentic student errors for post-activity feedback without interrupting communication flow. - Invites 2 representative groups to present their mini-interview in front of the class.
- Receive role cards within groups. - Take turns asking questions using Wh- / Yes-No continuous forms. - Note down peers' responses on a shared group mini-chart. - Present findings collaboratively.
Group Work (Groups of 4)
Role-Play Prompt Cards, Mini Survey Sheet
Wrap-up & Assessment (5 mins)
Consolidate core grammar points, conduct formative assessment, and assign homework.
- Quick Recap: Asks 3 rapid-fire questions to random students: 1. "Give me 2 time markers for the Present Continuous." 2. "What is the negative form for 'they are wasting electricity'?" 3. "How do you spell the -ing form of 'save'?" - Distributes the Exit Ticket (3 questions, 2 minutes). - Collects tickets at the door. - Explains the homework task clearly.
- Rapidly answer recap questions. - Complete and submit the Exit Ticket slip. - Note down the homework assignment.
T-S & Individual
Slide 4 (Recap Prompts), Exit Ticket Slips


5. Differentiation Strategies & Contingency Plan

Differentiation Strategies

  • For Weaker Students (A2- / Emerging):
  • Provide sentence frames on the handout (e.g., He [is / are] _________ (turn off) the light.).
  • Supply a "Help Box" with base verbs and their pre-spelled -ing forms (save → saving, unplug → unplugging).
  • Pair weaker students with supportive peers during the pair and group activities.
  • For Stronger Students (A2+ / Advanced):
  • Require them to form compound sentences using coordinating conjunctions like and, but, or because (e.g., "Minh is unplugging his charger because his phone is fully charged.").
  • Assign them the role of "Chief Eco-Inspector" in the Production stage to formulate spontaneous follow-up questions.

Contingency Plan

  • If Time Runs Short (-3 to 5 mins):
  • Reduce the number of group presentations in the Production stage from 2 groups to 1 group; have remaining groups tape their survey sheets to the wall for a 1-minute gallery walk, or assign Part 2 of Handout as part of homework.
  • If Time Runs Over / Ahead of Schedule (+3 to 5 mins):
  • Play a quick energizer game: "Mime the Green Action." One student stands at the front and silently mimes an action (e.g., riding a bicycle to school, turning off a dripping faucet, planting a tree). The class must guess by asking: "Are you turning off the tap?" → "Yes, I am!"