First understand the new scene. Then make the grammar visible, practise it clearly, describe what you see and use it to solve a guessing challenge.
1 · CONNECTClose the shopping story.
2 · LISTENUnderstand Jenny + new calls.
3 · GRAMMARMake the pattern explicit.
4 · OBSERVE & GUESSDescribe photos, ask and infer.
1
Quick Reset · Close the Store
One last retrieval from Lesson 9 — then shopping is finished.
0–5 min
Teacher: Maximum 5 minutes. One prompt per student. Do not reteach clothing vocabulary. Do not add alternatives such as “How much does it cost?” Use only the target chunks on screen.
AT 5:00 → MOVE ON. This is recycling, not another shopping lesson.
Final store line: 🎧 “Great. I'll take it.” → Everybody says it once. Then move to the next scene.
2
Episode Bridge · What Happens Next?
Use the story — not a long review — to enter the new scene.
5–8 min
Teacher: Ask students to connect the four cards in one simple story. Accept short complete chunks. Do not retell the episode yourself.
☕
Coffee on Rob's shirt
👔
Rob gets a new shirt
📱
Jenny is on the phone
😳
Rob comes back
Pair prompt: Student A: say what happened first. Student B: add the next thing. Student C (if present): finish the story.
3
Jenny's on the Phone · Listen for the Story
First understand the situation. Then catch key details.
8–18 min
Teacher: Round 1 = gist only. Round 2 = details. Maximum two full plays. Do not translate the scene line by line. Use the video or the original 5.27 audio. Round 1 = gist only; Round 2 = details. The page keeps a TTS fallback only in case the local audio cannot load.
AT 18:00 → STOP THE VIDEO/LISTENING. Even if not every word is understood.
🗣️ Report — not one-word answers: Student A: say one thing Jenny is doing. Student B: say one thing Jenny says about London / Rob.
EddieSo, Jenny, what do you think of London?
JennyI love it! It's so cool!
EddieWhat are you doing right now?
JennyI'm standing outside a men's clothing store. I'm waiting for Rob.
JennyWait a minute... Here he is now. I have to go.
Rob / JennyWhat do you think? — No way! What's wrong?
4
Listening Detective · Where + What Now?
New people. New places. Same useful pattern.
18–25 min
Teacher: Do 3 mini-listenings. Normal first, Slow only if needed. Students choose details, then one student reports a full sentence. Do not pre-teach every noun.
🎧 New phone call
Listen for WHERE the person is and WHAT they are doing.
Ready?
📍 WHERE?
⚡ WHAT NOW?
🗣️ Report: “She is at the bus stop. She is waiting for her sister.”
5
Grammar Focus 1 · Present Continuous
Now make the pattern explicit: BE + verb-ing.
25–32 min
Teacher: Explicit grammar is intentional here. Give a short 2–3 minute explanation, then students must click, listen and correct. Keep examples connected to the video. Avoid adding extra tenses.
THE PATTERN
RIGHT NOW → BE + VERB-ING
Iamwaiting.
You / We / Theyaretalking.
He / Sheisstanding.
From the scene: Jenny is standing outside the store. · She is waiting for Rob.
A · Choose the correct form of BE
Click first. Explain only after students try.
B · Listening Grammar
Hear one sentence. Which sentence did you hear?
C · Grammar Rescue
Find the correct version of each sentence.
6
Grammar Focus 2 · NOW or ROUTINE?
Connect today’s grammar to something students already know.
32–38 min
Teacher: This contrast is useful for this group because they have mixed Simple Present and Present Continuous before. Keep it concrete: NOW versus ROUTINE. Do not teach every use of either tense.
NOW
Present Continuous
I'm studying English right now.
Jenny is waiting for Rob now.
right now · now · at the moment
ROUTINE
Simple Present
I study English every Wednesday.
Jenny works in an office.
every day · usually · on Wednesdays
A · NOW or ROUTINE?
B · Build the Question
WH-word + BE + person + verb-ing? What are you doing right now?
7
Social English · Short & Useful
One authentic listen, then organize the reactions by function.
38–42 min
Teacher: Keep this short. Play 5.28 once. Students catch what they can. Reveal the language and complete the function checks. Do not turn seven expressions into seven mini-lessons.
🎧 Original 5.28
Listen once. Which expressions do you recognize?
What is the function?
8
Grammar Workout · Build the Pattern
One action, four useful forms — then practise each part clearly.
42–48 min
Teacher: Use the map for a brief explicit explanation, then move straight to the three practice blocks. Do not teach another tense here. Different students answer different items.
ONE IDEA · FOUR FORMS
See how the sentence changes
BE + VERB-ING
1
STATEMENTShe is reading.
2
NEGATIVEShe isn't reading.
3
YES / NO QUESTIONIs she reading?
4
WH-QUESTIONWhat is she doing?
A
Change the sentence
Start from the base sentence and choose the form requested.
TRANSFORM
B
-ING quick check
Choose the correct spelling.
C
Build the question
Choose the natural word order.
Say it after you solve it: one student reads the complete answer aloud. Use 🔊 Model only when pronunciation needs support.
9
Picture Detective · Describe, Listen, Ask
Use the grammar with real scenes — not another worksheet sentence.
48–54 min
Teacher: Use 2–3 photos only. Give a different student the first description each time. Then play the audio question and nominate another student to answer. A third student asks one original follow-up question.
PHOTO DETECTIVE
1
DESCRIBE Student A: say two Present Continuous sentences.
2
LISTEN Student B: hear one Yes/No question and answer with a short answer.
3
ASK Student C / another student: ask one new question about the photo.
Useful question frames: Is she…? · Are they…? · What is she doing? · What are they doing? · Where are they going?
10
Present Continuous · Time Phrases
Use the example box to notice when we use this tense.
54–58 min
Teacher: This replaces the old exit / bonus block. Keep it guided and brief. Students should notice that some time phrases are for routine, not for actions happening now.
LOOK AT THE SENTENCES IN THE BOX
Then, do the task.
Look, Dad is playing your favourite song!
The sun isn’t shining and the wind is strong.
Are you having fun, too?
Why are you sitting here?
A · Time phrases
We use Present Continuous to talk about things happening at the moment of speaking. Choose the time phrases that are not used with it.
11
Present Continuous · Make it Negative
Find the negative model in the box and use it to transform the sentences.
58–62 min
Teacher: Let students notice isn’t / aren’t / ’m not. If necessary, model one item and let them complete the others.
REFERENCE BOX
Find a negative statement.
Look, Dad is playing your favourite song!
The sun isn’t shining and the wind is strong.
Are you having fun, too?
Why are you sitting here?
C · Turn the sentences into negatives
Type the negative form. Then check or reveal the model answer.
12
Present Continuous · Yes/No Questions
Use the question in the box as a model and turn the sentences into questions.
62–66 min
Teacher: Highlight the order: be + subject + verb-ing. Encourage full pronunciation after students check.
REFERENCE BOX
Find a “Yes/No” question.
Look, Dad is playing your favourite song!
The sun isn’t shining and the wind is strong.
Are you having fun, too?
Why are you sitting here?
D · Turn the sentences into questions
Type the correct yes/no question for each sentence.
13
Short Answers · Match the Question
Choose the correct short answer for each question.
66–69 min
Teacher: This is mainly for quick controlled practice. After checking, nominate one student to read the full exchange aloud.
D · Match the questions with the short answers (a–d)
14
Wh- Questions · Complete the Questions
Use the prompts to build the complete question in Present Continuous.
69–75 min
Teacher: Students can type the full question or only the missing continuation. Accept both if the structure is correct.
EXAMPLE
Why... are you sitting here?
You’re sitting here because you don’t know where the meeting is.
E · Complete the questions
Finish each question. Type the full question or the missing part only.
15
Build the Questions · Pair/Trio Workshop
Use the word prompts to create Present Continuous questions together.
PAIR / TRIO
Teacher: Send students to pairs/trios and step back. Do not build the questions for them. They must use the models, ask classmates for help, agree on an answer, and only then click Check/Show answer.
PAIR / TRIO WORKENGLISH ONLYNO TEACHER SUPPORT
Work it out with your classmates. Use the examples before asking for help.
1 · Student A reads the words aloud.
2 · Build the question together.
3 · Compare ideas and help each other.
4 · Agree first → then Check.
MODELS
what / my brother / do / now / ? What is my brother doing now?
you / swim / in the pool / right now / ? Are you swimming in the pool right now?
Use English to help each other:
I think it is…What do you think?Can you help me?Let’s use the model.Is this correct?Let’s check.
16
Answer Your Partner · Use the Prompt
Take turns asking and answering. Your partner helps before you check.
PAIR / TRIO
Teacher: Students do this without teacher support. One student reads the question, another answers from the prompt, and the third (if present) checks against the model/rule. Rotate roles every item.
TAKE TURNSENGLISH ONLYHELP YOUR PARTNER FIRST
Do not ask the teacher for the answer. Ask your partner, use the model, and solve it together.
A · Read the question aloud.
B · Answer using the prompt.
C · Partner checks/help corrects.
D · Switch roles for the next item.
MODELS
What is my brother doing now? (his homework) My brother is doing his homework now.
Are you swimming in the pool right now? (✕) No, I’m not.
Useful peer language:
Your turn.Try again.I think you need “is”.I agree.Let’s check the example.
17
What Are They Doing Right Now? · Pair/Trio Challenge
Choose five people. Guess what they are doing — and what they definitely are not doing.
PAIR / TRIO SPEAKING
Teacher: This is student-led speaking. Put students in pairs/trios and monitor silently. Do not supply vocabulary unless the group has already tried the model and peer-help language.
CHOOSE 5 PEOPLEENGLISH ONLYNO TEACHER SUPPORT
Talk to each other. Help your classmates build the sentences. The goal is interaction, not individual silent answers.
1 · Choose one person.
2 · Say what you think they ARE doing.
3 · Say what they are NOT doing.
4 · Partner reacts / helps → switch.
MODEL
My mum is working in the garden at the moment. She isn’t cooking dinner right now.
Keep the conversation going:
I think my… is ___ing.I don’t think he/she is ___ing.Really?What do you think?I agree.Maybe he/she is…
Choose five people
Click five. Then take turns speaking about them. Your classmates should listen and help.
For every person: ① one positive sentence + ② one negative sentence + ③ one short reaction from a partner.
