Konspekt lekcji

z jêzyka angielskiego

mgr. Dorota Sawicka





Lead – in



-         to build the context

-         to raise the students’ interest

-         to familiarize the students with the topic of the lesson


Procedure :


The teacher shows the two pictures from the coursebook and asks questions.

-         who are Luke, Emily and Daniel?

-         Where are they?

-         What can you see in the room?

-         Which room are they in?

-         What time of day is it?

-         What’s Daniel doing?

-         What are Emily and Luke doing?


Time: 5 min

Interaction: T             SS





-         to present The Present Continuous, its meaning and structure,

-         to let the students recognize the new language.



With the book closed, the teacher asks: who is the letter for? The teacher plays the tape and elicits the answer: Her sister Louise. The teacher gives the students gapped version of the dialog to help them focus on the verb:

               EMILY: Where’s Daniel?

               LUKE:  He… upstairs in the bedroom.

               EMILY: Oh. What… he doing? Is he read?

               LUKE: No, he… He… writing a letter.

               EMILY: Who’s he …to?

               LUKE: I don’t know. His sister, Louise, I think

The students in pairs try to fill the gaps. The teacher plays the tape, stopping if necessary to give the students time to write. The teacher plays the whole dialog without pausing to check the answers.


Time: 7 min


Interaction: T                SS, T              SS





Checking Understanding



-         to check if the students have understood the concept of the new language.


Procedure The teacher tells the students to took at the pictures 1 – 9 and pre-teachers any new vocabulary (Appendix 2). For the person in each picture and the teacher elicits the question.

-         What are you doing?

and the answers:

-         I’m (doing my homework).

The students use pictures 1 – 3 to practise the second / first person singular question and answer in closed pairs.

Then the teacher elicits the questions used in the dialog:

-         What’s he / she doing?

and the answer:

-         He / she is (having a shower)

For pictures 7 – 9 the teacher elicits the question:

-         What are they doing?

The students ask answer across the class, in open pairs.


Interaction: T             SS, S             S

Time: 8 min





-         to show how the new structure is formed

-         to show the students how to use the Present Continuous.



Then teacher writes the following lines on the board:

Emily: What’s he doing? Is he reading?

Luke: No, he isn’t. He is writing a letter.




The teacher highlights  the form of the students as shown above and checks the students know the time is NOW / AT THE MOMENT. The teacher points at the verb “TO BE” and the verb +ing, and then the teacher explains that the form of the verb used in Present Continuous is called Gerund of Present Participle.

The teacher asks the students to look at the differences of spelling,

e.g.: have – having (deleting)

swim- swimming (double consonants)

The teachers makes sure the students are familiar and glad about inversion of “TO BE” in questions, short forms of “TO BE” and short answers.

The Students complete Make a Rule in pairs and the teacher checks their  answers as necessary.

Time:8 min

Interaction: T             SS




-         to focus on accurate intonation in questions,

-         to practise short forms  of “TO BE” in affirmative sentences,

-         to check appropriate order of words on the sentences.



The teacher provides several exercises for the students to practise affirmative, negative sentences and questions in Present Continuous:

-         She…the car. (wash)

-         He…in the library today. (not / work)

-         They …a great time. (have)

-         what…you…? We…a word puzzle.

-         They…their homework (not / do). What… they…(do)?

-         …you…to me (listen)

The teacher uses choral and individual repetition using photos and realia from the class room.


Time: 5min


Interaction: T   SS, S             S



Controlled practise




-         to check if the students have understood the meaning of the Present Continuous and its time expressions.



The teacher gives examples with filling the gaps using exercises from the Booster and the coursebook.

The teacher check answer with the whole class.
















Guided practise



-         check if the students have known the structure of the new language, questions and short answers in the Present Continuous,

-         to use to the target language in a free way.




The students are in group of four. One of them shows his own activity and the others ask three questions to guess what he does  but they not look at him, e.g.:

-         Are you riding a bike? No, I’m not.

-         Are you playing football? No, I’m not.

-         Are you reading a book? Yes, I am

The chosen student should use short answer.


Time: 4 min


Interaction: S             SS


Post – lesson reflection


The students understood the meaning of the Present Continuous and they could make positive, negative sentences, questions and short answers. However, to draw conclusion, the students need more examples so when I was concluding the lesson, I gave the students more written exercises as homework. Most of the students did not have any problems with using correct form of “TO BE” and with making the new structures of the Present Continuous.

The presentation of the meaning of the Present Continuous was clear with many examples.

Besides, the students quickly corrected their mistakes in controlled practise.

The presentation stage was the most difficult for the students, but they were really satisfied and glad after the explanation stage.






















Lead – in




-         to build the context,

-         to raise the students’ interest

-         to familiarize the students with the topic of the lesson.



The teacher recalls  the main characters of the coursebook focusing on Spike.


  • Where does Spike live?                             - in Liverpool
  • Does she know Emily and Luke?              - Yes, she is their cousin
  • Where’s Spike now?                                  - in Brighton

The teacher asks the students to cover the dialog and the large picture and to look at the small picture, the teacher asks:

  • What do you think the men in the picture is asking Spike about?
  • Where do you think Spike is going?

The teacher plays the first  part of the dialog and asks:

  • What more information can you tell me now?

The teacher asks the students to look at the large pictures but to keep the dialog covered.

  • Who can you see in the pictures?
  • Where are the volunteers?
  • Why is Spike running?


Time: 7 min

Interaction: T – SS





-         to present different aspects of using the Present Continuous,

-         to let the students recognise the Present Continuous describing events happening in a limited period if time “around now”



The teacher plays the whole dialog, the students read the text while they listen and check the answers to the question:

·        What is Spike doing in Liverpool?

·        She is working on the project with other volunteers


·        Is she doing the project now?

·        No, she isn’t. She’s meeting her friends now.


·        When is she doing her project?

·        In August.


·        So, what are the volunteers doing in Liverpool?


·        They are working on the project.


Time: 8 min

Interaction: T – SS



Checking understanding



-         to check if the students have been familiarized with using the Present Continuous describing events happening in a limited period of the time “around now”,

-         to check if the students know the difference between two different aspects of using the Presents Continuous.



The teacher asks to use the cues to write sentences in the Present Continuous and to say which aspects is used. The teacher checks their sentences are correct:

·        Who (you / write to)…?

·        The volunteers (stay)… in a hostel.

·        Their records (not / sell)… very well in the USA.

·        (your brother / study)… at the university now?

·        Louise (not / feel)… very well at the moment.

The teacher asks the students to find  more examples of the Present Continuous in the dialog. The teacher elicits the answers:

·        I’m working on a project.

·        We’re helping to make youth centre.


Time : 5 min

Interaction: T – SS, T – S





-         to focus on the forms of positive, negative statements, questions, short answers in the Present Continuous,

-         to illustrate the tense on “time line and check the meaning.



The teacher uses her own examples and writes on the board, e.g.

·        I’m reading a really interesting book this week. Am I reading now? No, you are at school now. But this week you are reading a really interesting book.

·        What are you studying in History this term? History of France but now I’m having English classes.

The teacher asks the students to read the Grammar Snapshot and to fill in the gaps, and then the teachers checks their answers are correct.




                                                          She’s playing






      PAST                                                NOW                                              FUTURE


Look at her, she’s playing tennis now.

She’s playing tennis at school this term (but not exactly now).


Time: 7 min

Interaction: T – SS





-         to focus on accurate intonation,

-         to help the students develop correct habits in using the Present Continuous



The teacher  drills for pronunciation. In groups of three, the students read the dialog aloud for practise. Then with books closed the students try to reproduce the dialog from memory, and the teacher groups to act their version out for the class.


Time: 8 min


Interaction: T – SS, S – S


Controlled practice 



-         to make the students feel self – confident about saying actions happening around the moment of speaking,

-         to improve spelling of Gerund forms.



The students write some exercises using the Present Continuous in positive and negative forms. The teacher checks the statements with the whole class.


Time: 4 min

Interaction: T – SS






Post – lesson reflection


In my opinion, it was an interesting and not very difficult lesson. The students were really involved in it. At the beginning of the lesson, the students talked about the main characters of Snapshot and they enjoyed doing because they knew them from the course book and liked them, especially Spike.

Besides, the students love acting for the class and it is very useful for their pronunciation and intonation. they need to be praised and encouraged to practise more and better