- Show some pictures about activities at home and ask them what do you do at home? - I group them by an activity. - Show an picture of a family in a house (each doing something different) and ask them: Where are they? What actions do you see? This is family. Guess what they are doing? Ss work in pairs and talk about these questions. - Ask them to share their ideas.

- Tell the Ss that they are going to read short text very quickly. Someone is lying. Can you guess who is lying? Ask ICQs: Do you listen or read? individually or in pairs? Do you read slowly or quickly? - Then show them the questions on the slide and ask them to discuss the answers in pairs (ICQs) Where is Amy now?/ Where is Tony now? Are Matt and Josh doing homework? What does Tony say about the noise? Is the conversation about the past, present, or future? - Read the conversation in pairs. Underline or highlight anything you think is a lie and check them. (ICQs)

- The teacher shows the next slide where there is timeline, the marker sentence with a Gif. Ask: Is the action happening now? Did it start in the past? Is it finished? Do we know exactly when it finishes? Is it happening at the moment of speaking? - The teacher asks them to think for 30 seconds about questions. (CCQs of sentences) and then check their answers in pairs. a. It is raining. 1. Is it raining now? 2. Is the rain finished? 3. Does it rain every day? b. She is watching a movie. 1. Is she watching now? 2. Is this sentence about now? 3. Is this action happening now?

- On the next slide, students see two sentences. The teacher asks questions and students answer. - Then, the teacher writes two incomplete sentences on the board. Each sentence has a missing part. She asks: What is missing here? Students try to identify the missing elements (e.g., subject, verb to be, or verb+ing). - After that, the teacher writes one correct example sentence on the board. Students use that correct form to fix the broken structure.

- Play the audio. Ss listen and pay attention to the rhythm. - Ask them then to repeat chorally and individually. - Also, I write two sentences on the board: She is cooking. She's cooking. Then ask: Say both. Which one is easier or faster to say? and the teacher elicits a few examples from the students.

- Students do an exercise individually (about to be+ing) and then check in pairs. It's a fill in the blank task based on the present continuous. So, they have to put the correct form in the blanks, figure out which one they refer to and then check with their pair and see if they agree. - Do the first one as a model through eliciting and giving some hints then set the time to do it individually and check in pairs. - Ask questions to know if they get the instruction (after filling in the blanks what do you do?) (do you check individually or in groups?) - Monitor carefully during the pair work and make notes for language feedback later. Then check answers and ask students why they choose this answer to see if they understand.

- Put students into pairs. Give each student a card (with a picture or a verb phrase like eating, dancing, swimming, etc.). Tell them to hold it on their head so their partner can see it, but they can't. - Their partner gives clues using Present Continuous, for example: You are dancing now. Or ask: Are you washing the dishes? - Then they switch roles and repeat the task with a new card.

- Students pretend to be guests at a party and talk about what they are doing using Present Continuous: I'm dancing. She's talking to Tom. They're eating cake. - In case of noticing some common problems students have while they are speaking, don't interrupt them. The teacher writes 2 or 3 common mistakes that students made during speaking practice task on the board and asks students if they can come up with the correct sentences.