What are you doing? — Lesson Plan, Grade 5
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Lesson plan
| Section |
Present Continuous: Actions Happening Now
|
| Lesson title |
What are you doing?
|
| Class |
5
|
| Lesson objectives according to program |
5.1.4.1 Оценивать и реагировать конструктивно на обратную связь от других учеников
5.2.6.1 Определить с поддержкой смысл из контекста короткой беседы на некоторые общие и учебные темы
5.4.6.1 Определять отношение или мнение автора в коротких текстах на некоторые общие и учебные темы
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| Lesson objectives |
Students know how to form and use the present continuous to describe actions happening now.
Students know how to identify the meaning of a short conversation using contextual clues.
Students know how to identify an author's attitude or opinion in a short text and respond constructively to peer feedback.
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| Values |
Respectful communication: students listen to classmates and respond to feedback constructively.
Collaboration: students work together to interpret a conversation and solve a crossword.
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Lesson progress
| Lesson stage/time | Teacher's action | Student's action | Evaluation | Resources |
|---|---|---|---|---|
| Greeting and Lesson Goals 3 minutes |
Organisational moment:
Greet students and check readiness for the lesson.
Display the lesson title and share the learning objectives.
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Students greet the teacher and prepare their notebooks and learning materials. Students read the lesson objectives. | Readiness and participation — 1 point. States one lesson goal — 1 point. Stage maximum — 2 points. | board, notebooks |
| Context and Problem 5 minutes |
Problem statement:
Show an image of people doing different activities and ask: “What are they doing?”.
Ask: “How can we describe an action happening right now?”.
Invite students to predict the lesson language focus.
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Students study the image and suggest actions, such as reading, running, or cooking. Students predict that the lesson will focus on actions happening now. | Names two actions correctly — 1 point each. Gives a relevant prediction — 1 point. Stage maximum — 3 points. | action picture cards, board |
| Present Continuous Input 8 minutes |
New material explanation:
Present the structure: subject + am/is/are + verb-ing.
Model examples: “I am reading.” “She is writing.” “They are playing football.”.
Explain that the present continuous describes actions happening at the moment of speaking.
Display the examples and highlight the forms of “be” and the -ing verbs.
Slide 1 — Present Continuous
Slide 2 — Someone is holding a book open, but you can’t tell from that alone whether they’re readin…
Slide 3 — By the end of this lesson you will be able to…
Slide 4 — Building the Form
Slide 5 — Read the Examples
Slide 6 — Compare the Actions
Slide 7 — Listen for Context
Slide 8 — Find the Opinion
Slide 9 — Key Takeaways
Slide 10 — Recall and Apply
|
Students follow the explanation and note the structure. Students identify the subject, form of “be,” and -ing verb in each example. | Identifies the three parts of the structure — 1 point. Correctly analyses two examples — 1 point each. Stage maximum — 3 points. | |
| Conversation Meaning Check 7 minutes |
Questions to the class:
Read aloud: “Hi, Tom. What are you doing?” “I’m making a sandwich. My sister is setting the table.” “Are your parents helping?” “No, they’re watching a film.”.
Ask: “What is Tom doing?” “What is his sister doing?” “What are his parents doing?” “Which words help you understand what is happening now?”.
Answers:
Tom is making a sandwich.
His sister is setting the table.
His parents are watching a film.
The present continuous forms and the context of the conversation help show that the actions are happening now.
|
Students listen to the conversation and answer the questions. Students identify the actions and use words from the dialogue as evidence. | Identifies each of the three actions — 1 point each. Names one contextual clue — 1 point. Stage maximum — 4 points. | dialogue handout, board |
| Opinion Clue Crossword 7 minutes |
Instructions:
Give pairs a crossword with clues based on short statements: “I love helping in the kitchen. I’m making a cake.” “I don’t like noisy places. I’m studying in the library.”.
Ask students to solve the crossword using the action words and identify whether each writer expresses a positive or negative attitude.
Prompt pairs to point to the words that reveal the writer’s opinion.
|
Students work in pairs to complete the crossword. Students identify “love” as a positive opinion and “don’t like” as a negative opinion, using the statements as evidence. | Completes four crossword answers correctly — 1 point each. Identifies both attitudes with supporting words — 1 point each. Stage maximum — 6 points. | |
| Text and Peer Feedback 6 minutes |
Questions to the class:
Assign students to read: “I’m preparing for the school show. I’m practising a song with my friend. I’m excited because we are performing tomorrow.”.
Ask students to identify what the writer is doing and how the writer feels, quoting words from the text.
Have students exchange answers and offer one constructive comment using the frame: “I agree because…” or “You could add…”.
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Students read the text and identify that the writer is practising a song and feels excited. Students quote “I’m excited” as evidence, exchange answers, and respond to peer feedback politely. | Identifies the activity — 1 point. Identifies the writer’s attitude with evidence — 2 points. Gives or responds constructively to feedback — 1 point. Stage maximum — 4 points. | |
| Kahoot Review Quiz 5 minutes |
Instructions:
Launch a short quiz on present continuous forms, dialogue meaning, and identifying opinions in short texts.
Read each question aloud if needed and give students time to choose an answer.
Review the correct answers and briefly clarify any common error.
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Students answer the quiz questions independently and review the correct answers. Students identify one answer they would like to improve and explain why. | Answers five quiz questions correctly — 1 point each. Stage maximum — 5 points. | |
| Reflection 4 minutes |
Runs the "Reflection" reflection. End the lesson with quick student feedback — emoji vote and share the results.
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Students complete the "Reflection" reflection and assess their understanding of the topic. | States one learning point — 1 point. Gives a relevant opinion clue or feedback example — 1 point. Stage maximum — 2 points. |
Health and safety compliance
| Health and safety compliance | Keep walkways clear and remain seated while using devices for the quiz. Handle classroom devices and printed materials carefully, and take a brief screen break if needed. |
Material details
- Material type
- Lesson Plan
- Grade
- Grade 5
- Language
- English
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