1.

Introduction

Benjamin Bloomfield was a famous educationist who proposed three domains of

learning which are very important to be considered while teaching. He theorized a gradual
process of learning which is famously known as Bloom’s taxonomy. Bloom’s taxonomy
emphasizes to take in account three important domains of learning that are cognitive domain,
affective domain and physical domain. These domains cover a thorough criteria of learning
providing leaning with emotional, practical and mental approach towards learning concepts and
ideas.
In English Language, tenses are considered most important components of
language organization of language composition. Conceptualization of meaning, time synthesis
and sentence structure is impossible without understanding about tenses. Present Progressive
tense is one of four tenses which demonstrate or illustrate happening of actions in present time.
Tenses are part of English teaching courses and syllabi.
To teach Present progressive in particular and any topic in common, it is
fundamental need of pedagogy to properly plan a lesson. Lesson planning assists both instructor
and pupils to achieve maximum objectives and goals set to be availed. A lesson planned
according to the propositions of Bloomfield makes the leaning process not only effective and
productive but easy to exercise and achieve as well.

2. Lesson Plan

2.1. Research Outline

This report aims to study the impacts of application of Bloom’s taxonomy onto teaching of
present continuous tense. For this, a pre teaching survey will be done to gauge the level of
student’s knowledge. For this survey, a questionnaire based on present progressive tense will be
shared to a class which has recently been taught present progressive tense. After taking this
survey, they will be taught the lesson again according to the lesson planned in the light of
Bloom’s taxonomy. A comparative analysis of results will provide the factual significance of
Bloom’s taxonomy. This scheme of research contains a lesson plan, pre teaching survey
questionnaire, post teaching survey questionnaire, their result comparison and feedback. This
will help researcher to come up with statistical findings which will make easy for her to
understand the importance of lesson planning. This research is quantitative in nature.

The research will move forward accordingly as mentioned in scheme of research or research
outline

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 2.2. A planned lesson
Topic Present Progressive Tense
Class+ Strength 5 class, 10 students
Duration 35 minutes
Resources Grammar Chart, Text book, pieces of newspaper, board marker, white
board, activity work sheets, auxiliary verbs chart.
Objectives of 1. Students will be able to make sentences of present progressive tense.
Lesson 2. Students will learn how to use helping verbs with reference to
subject.
3. Students will be able to communicate in present continuous tense.
4. Students will learn about present participle tense
Pre Lesson Students should have an idea about verb, noun, helping verb, subject
assessment and object. For this purpose, write some words and ask about their
nature.
 “Go”, “is”, “Ahmed”, “they” “write”…. (Ask if these words are
nouns, pronouns or verbs.
 “Ahmed goes to school”
Announcement of  Announce that today we are going to learn what is “present
topic progressive tense” and how we make it
 Write the topic with clear heading on the white board
Introduction of  Present progressive tense is used to express about actions that are
topic continue in present time
 This tense tells about actions that are not finished yet
 This tense is continuum of present tense
Activities Activity 1
 Show them following chart and ask them few questions

Subject Helping verb used

First person singular I Am- I am going
First Person plural “We” Are-We are going
Third Person singular “He/She Is-He is going
it” She is going
It is going
Third person plural “they” Are- they are going
Singular second person “You” Are- You are going
Plural second person “You” Are- You are going
o Write sentence on board and ask students to fill the blank
o “Aleem___ writing a letter (is, are, am )
o Sadia and Imran____ watching cartoons (is, are, am)
o _____ am going to school ( I, He, We)
Activity 2:
 Make one of the students stand up in from of class and ask him to
walk. Ask other boys to tell in English what he is doing…
 Appreciate on correct answers.

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  Make this drill for several actions to make them understand that how
actions are expressed in present progressive tense.
Activity 3:
 Give them pieces of newspaper containing a photo and caption
 Ask them to read the sentence and understand its structure.
 Ask questions about what they have understood

Assessment  Give them some sentences and ask them to fill the blanks. Leave
spaces for helping verbs. (3 to 5 sentences)
Feedback Ask students if they have learnt the topic or not. Answer their
questions if there are any.
Home work Write ten sentences containing present progressive tenses

3. Data Collection
Data is collected in the form of worksheets attached at the appendix portion. Results are
based on the test conducted with work sheets given as annexure 1 and annexure 2. Surveys
were conducted before teaching and after teaching to gauge the significance of Bloomfield’s
taxonomy.

3.1. Pre teaching test

A before teaching survey was conducted on ten students of grade 5 at Manjanbazam Girls
School and College Barotha. A work sheet was prepared and a spot test was taken by the
students to check their understanding about present progressive tense.

3.2. Post teaching test

After teaching the lesson, a test was taken from the students to check how much they
have understood about the topic. The findings and analysis is given in next chapters.

4. Result analysis
Findings declared that Bloomfield’s taxonomy is a very outstanding concept to teach at
secondary level. It provides systematically positive results. A clear difference in the results of
students was a very encouraging step for researcher as a teacher and for students too. A planned
and well taught lesson keeps teacher in a very confident place and makes learning easy for the
students regardless of their cognitive difference. A teacher must plan his or her every bit of
activity going to be held in the classroom. It saves times, makes work smart and easy and
provides remarkable results.

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 5. Conclusion
In conclusion, we can come up with a narrative that a lesson prepared with pre-lesson
estimation of class, learners and environment solves most of the teacher’s problem that he/she
may face in the class. To make process of lesson planning effective and easier Bloom’s
Taxonomy with his proposed three models assists a teacher to make learning objective oriented,
effective and productive. Thus, it is suggested to borrow guidelines from Bloom fields’
Taxonomy while preparing a lesson. A well composed, ordered, tangible and interesting lesson
not only helps students to achieve learning objectives but also assists them to increase their level
of subject in said subject. In addition, personal evaluation and learner’s feedback are key sources
for further improvement. It not only helps a teacher to improve his/her teaching methodology but
it also aids to gain maximum level of satisfaction from his professional growth.

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 Annax-1
PRE TEACHING SURVEY FORM

Dear Student,
You are requested to fill this form sincerely. This form consists of ten
questions about present progressive tense. Please fill the questionnaire and return it to the
teacher.
Thank you
Regards,
Uzma Arif
Diploma TEFL
Allama Iqbal Open University Islamabad (Attock Campus)

Student Name: ______________ Obtained Result: _____________

Serial Statement True False

No.
1 Alina is writes a letter

2 They is watching a movie

3 Abid is playing hockey.

4 He is going to school.

5 Kanwal are reading a book.

6 Bilal is listening to a song.

7 Raza are taking shower.

8 We am eating apples.

9 I is drinking milk

10 She is playing guitar

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 Annex-2
POST TEACHING SURVEY FORM

Dear Student,
You have been taught a lesson on present progressive tense recently. You
are requested to fill this form sincerely. This form consists of ten questions about present
progressive tense. Please fill the questionnaire and return it to the teacher.
Thank you
Regards,
Uzma Arif
Diploma TEFL
Allama Iqbal Open University Islamabad (Attock Campus)

Student Name: ______________ Obtained Result: _____________

Note: Mark  if true and × if wrong.

Serial Statement True False

No.
1 Zain was play hockey

2 He is reads a novel

3 Abid is playing hockey.

4 He is going to school.

5 Sidra are writing a letter

6 Bilal is listening to a song.

7 Raza are taking shower.

8 We am going to market

9 I is drinking milk

10 She is watched a movie