Learners can handle the basics of daily life. They talk about routines, possessions and immediate needs using simple present-tense structures, if the other person speaks slowly and clearly.
Printable one-to-one lesson plan
Present continuous
Use the present continuous to describe actions happening now or around now in affirmative, negative, and question forms.
Use after the complete A1 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Tutor-read present-simple and present-continuous listening check · Five-minute next-day present-continuous retrieval
Derived from this lesson’s source
Lesson-specific teaching brief
This is not a second lesson registry. The plan reads the same native content that produces the learner page.
What the learner should do
Use the present continuous to describe actions happening now or around now in affirmative, negative, and question forms.
What must become clear
The core meaning is an open situation viewed from inside. Context can place that open situation at this moment, temporarily around now, or in a clearly arranged future.
High-value friction points
- She is working at the hospital now.The -ing verb cannot stand alone. Add is: she is working.
- Are you working today?Present continuous questions move are in front of the subject. Do belongs to the present simple system.
- She is working today.The present continuous requires is before working with she.
Protect these lesson moments
- Three quick checks from earlier lessons
- Discovery check: choose the pattern
- Drill 1: choose the natural chunk
- Tutor-read listening check
- Drill 2: type the question word or short answer
Learner production
Live scene card: Invent or use a labeled public scene. Give five supported descriptions: A bus is stopping. Two people are waiting. It isn't raining.
- Routine versus today: Create a fictional worker's normal schedule and one different day. Contrast three pairs: Maya usually takes the bus, but today she's walking.
- Information gap: You and your teacher each receive a fictional live-update card. Ask focused questions such as Is Luis working from home? and What is Maya doing? Use short answers before adding details.
- State or action: Explain the meaning difference in He has lunch at noon , He is having lunch now , and He has a lunch reservation .
- Arranged future: Build a fictional calendar with three confirmed appointments. State the time or day clearly: We're meeting the designer at 2 tomorrow.
Carry this language into the next session
Retrieve Present continuous in one true sentence at the next lesson.
Tutor-only contrastive support
L1 Transfer Lens
Test a pattern. Do not label a learner. Use this only after the learner’s actual production gives you evidence.
Select a first language to reveal only the contrasts relevant to this lesson.
Turkish → English
2 patterns to test
Keep the English subject in place
- Possible transfer
Am working today.
- English rebuild
I’m working today.
Why it can happen: Turkish verb endings can identify the subject, which makes a separate pronoun unnecessary. English normally requires an overt subject even when the verb form or context makes the person obvious.
Natural English:
- We start at eight tomorrow.
- She is waiting outside.
Choose routine, current scene, or temporary period
- Possible transfer
I am going to work every day. / Now I work from home.
- English rebuild
I go to work every day. / Now I’m working from home.
Why it can happen: The English present simple presents routines, facts, and stable patterns; the present continuous opens a current or temporary scene. Turkish forms and usage do not map one to one, so time meaning must lead the choice.
Natural English:
- She usually takes the bus, but today she is driving.
- I’m staying with friends this month.
Russian → English
One pattern to test
Separate routine from the current scene
- Possible transfer
I work now. / I am working every day.
- English rebuild
I’m working now. / I work every day.
Why it can happen: Russian aspect and English progressive aspect divide situations differently. In English, the present simple frames routines and stable facts, while the present continuous opens a current, temporary, changing, or arranged scene.
Natural English:
- I usually work downtown, but I’m working from home today.
- She takes the train every day, and she’s waiting for it now.
Ukrainian → English
One pattern to test
Use time meaning to choose the present form
- Possible transfer
Usually I am driving. / Today I drive from home.
- English rebuild
I usually drive. / Today I’m working from home.
Why it can happen: Ukrainian perfective and imperfective aspect does not align directly with the English simple and progressive contrast. English present choice depends on whether the speaker frames a routine, fact, current scene, or temporary period.
Natural English:
- She teaches online, but she is visiting the office today.
- We are testing a new system this month.
Czech → English
One pattern to test
Open a current or temporary scene with be plus ing
- Possible transfer
I write an email now. / I am writing emails every day.
- English rebuild
I’m writing an email now. / I write emails every day.
Why it can happen: Czech does not grammaticalize the same present progressive contrast. English uses the present continuous for a current, temporary, changing, or arranged scene and the present simple for routines and stable facts.
Natural English:
- She usually drives, but she is taking the train today.
- We are updating the website this week.
Use while teaching
Operational teaching notes
Choose a route before class, but change it when the learner’s production gives you better evidence.
Ask before explaining
- Which examples in “Three quick checks from earlier lessons” express the same core meaning?
- How would you explain this decision in your own words: The core meaning is an open situation viewed from inside. Context can place that open situation at this moment, temporarily around now, or in a clearly arranged future.
- What needs to change in this repair, and why: She is working at the hospital now.
Correct for the stage
- Controlled work: correct immediately, then require the complete repaired sentence.
- Fluency building: note repeated errors and reformulate after the learner finishes the thought.
- Communication: interrupt only when meaning breaks down or the target decision is the lesson’s main evidence.
Retrieve, do not reteach
Retrieve Present continuous in one true sentence at the next lesson.
Short, core, or extended
Choose the route
All three routes end in learner production. More time means more contrast and transfer, not a longer explanation.
Short route
Retrieve for 3 minutes. Notice and discover for 8. Use the two most diagnostic tasks from Three quick checks from earlier lessons and Discovery check: choose the pattern for 12. Protect 9 minutes for Learner production, then reflect for 3.
Core route
Follow the six-stage sequence below. Reduce repeated controlled items when accuracy is already stable, but keep the nearest useful contrast and final production.
Stretch route
Add Tutor-read present-simple and present-continuous listening check · Five-minute next-day present-continuous retrieval, then repeat the communication task with a new situation or stricter success criteria.
45–55 minutes core working plan
Session sequence
Protect the final communication and reflection time. If the learner needs more support, reduce the number of controlled items instead of removing production.
- 5 min
Retrieve
Activate what the learner already controls and check any prerequisite language.
Teacher move: Open with the first practice route: Three quick checks from earlier lessons · Discovery check: choose the pattern · Drill 1: choose the natural chunk.
- 6–8 min
Notice
Let the learner observe meaning and form in a small sample before naming the rule.
Teacher move: Keep the noticing conversation anchored to this decision: The core meaning is an open situation viewed from inside. Context can place that open situation at this moment, temporarily around now, or in a clearly arranged future.
- 8–10 min
Discover
Connect form, meaning, use, word order, and the nearest useful contrast.
Teacher move: Test the learner’s explanation against this repair: She is working at the hospital now. The -ing verb cannot stand alone. Add is: she is working.
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: Three quick checks from earlier lessons · Discovery check: choose the pattern · Drill 1: choose the natural chunk · Tutor-read listening check. Reduce repetitions if needed, but keep the final production time.
- 12–15 min
Communicate
Use the target language for a real adult purpose the learner cannot complete by copying.
Teacher move: Learner production: Live scene card: Invent or use a labeled public scene. Give five supported descriptions: A bus is stopping. Two people are waiting. It isn't raining.
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve Present continuous in one true sentence at the next lesson.
Tutor-only source
Listening scripts
Read these lines from the tutor plan while the learner lesson remains on screen. Each clip names the learner item it supports.
Tutor-read present-simple and present-continuous listening check
- Clip 1
Read: The schedule is the same every weekday. Luis works at the clinic every weekday.
Supports: The schedule is the same every weekday. Luis listen at the clinic every weekday.
- Clip 2
Read: Luis normally works at the clinic, but today he is working from home.
Supports: Luis normally works at the clinic, but today he listen from home.
- Clip 3
Read: The profile says Maya owns one car. She has one car.
Supports: The profile says Maya owns one car. She listen one car.
- Clip 4
Read: The cafe photo shows Maya eating lunch now. She is having lunch now.
Supports: The cafe photo shows Maya eating lunch now. She listen lunch now.
- Clip 5
Read: The caller wants to know about this moment: “Are you waiting outside?”
Supports: The caller wants to know about this moment: “ listen you waiting outside?”
- Clip 6
Read: The appointment is confirmed for tomorrow at 10. We are meeting the client at 10 tomorrow.
Supports: The appointment is confirmed for tomorrow at 10. We listen the client at 10 tomorrow.
Keep only useful evidence
After-lesson notes
These notes are for deliberate tutor records or printing. Nothing is stored in the learner’s browser.
The learner can now…
Write one observable use of the target language.
Still needs support with…
Record one repeated error, contrast, or point of hesitation.
Next retrieval prompt
Write one short prompt the learner will answer at the next session.
Anonymous live-lesson evidence
Learner pilot worksheet
A1 · Present continuous
Pilot 1 of 30 recorded · 3 remaining
Date
Approximate starting level
Core lesson time
Starting evidence
What did the learner already control? What was the first misconception, hesitation, or contrast that mattered?
Did the principle become clear?
The core meaning is an open situation viewed from inside. Context can place that open situation at this moment, temporarily around now, or in a clearly arranged future.
Did the first hint help?
Record the first item that caused difficulty and whether the contextual hint led to self-correction before the full repair appeared.
Could the learner do the outcome?
Use the present continuous to describe actions happening now or around now in affirmative, negative, and question forms.
Listen for: The learner uses the target language independently for a real purpose.
What remained available?
If possible, check before rereading in the next session. Record what returned independently and what still required a cue.
Keep, revise, or investigate?
Note any explanation the tutor still had to supply, the smallest useful revision, and whether another pilot should test the same issue.