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Area English Grade Eighth

Workshop 9 Date August 24th – September 4th

Unit Geography
Understanding goal Students analyze their own work and look for strategies that can be useful in order
to improve their level of comprehension about present continuous.

Performance of Students identify and recognize the doubts or difficulties they have about present
understanding continuous in negative and interrogative sentences, in order to do a conscious
process to solve them.
Time 100 minutes

PRESENT CONTINUOUS REVIEW

Exploration:
1. Which verb do we use as an auxiliary verb to form the present continuous?
_______________________________
2. Think about your knowledge in present continuous, negative and interrogative sentences, and write 3
ideas or concepts that are clear for you about this topic. Write them in your English notebook.
a. ________________________________________________________________________________
b. ________________________________________________________________________________
c. ________________________________________________________________________________

Clarification:
1. Review your progress about present continuous. Write yes or no based on your knowledge.
Example:
You can recognize the personal pronouns. (I, we, you, she, etc) yes _X_ no ___
Write two examples: ____they, he, it...______________________________________________
You understand the affirmative structure in present continuous. yes ___ no ___
Write two examples: ______________________________________________________________
You understand the negative structure in present continuous. yes ___ no ___
Write two examples: ______________________________________________________________
You understand the interrogative structure in present continuous. yes ___ no ___
Write two examples: ______________________________________________________________
You can use correctly the auxiliary verb to be (am, is, are). yes ___ no ___
Write two examples: ______________________________________________________________

2. Look at the sentences in the column A and the column B and give a coherent connection. Look at the
example.
Column A Column B
Example: 1. Affirmative sentence.
6_ My father are watching TV. 2. This is a use of Present continuous
___ Tammy is wearing a beautiful red dress. 3. Negative sentence.
___ To talk about actions happening at the moment. 4. Grammar structure.
___ Are you paying attention? 5. Interrogative sentence.
___ My uncle isn’t jumping the rope. 6. This sentence is wrong.
___ Subj + verb to be + not + verb + ing +
complement

Additional Resources:
1. Grammar reference Everything 1a page 18.
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Guías pedagógicas de Aprende en Casa para estudiantes
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If you continue having doubts about the present continuous, you can review the workshop # 7 and also
the explanation chart of this workshop.

Explanation chart:
PRESENT CONTINUOUS
USES:
We use the present continuous to talk about:
● Activities at the moment of speaking:
Example:
I am leaving work. / Please be quiet. The children are sleeping.
STRUCTURES:
Affirmative:
Subject + verb to be + verb -ing + complement
We are taking the dog to the vet.
Negative:
Subject + verb to be + not + verb -ing + complement
You are not coming to the party.
Interrogative:
Verb to be + subject + verb -ing + complement question mark
Am I doing this right ?

RULES TO ADD ING:

Most verbs: add -ing at Verbs ending in -e:
the end omit the e and add -ing
at the end
Playing, jumping, doing having, dancing, caring
Verbs ending in -ie: Verbs ending in vowel
omit -ie and add -ying + consonant: double the
last consonant and add
-ing at the end
lying, tying, lying putting, cutting,
swimming

Criteria of assessment:

Criteria ✔/X How can it be improved?

Students use correctly the affirmative structure in present
continuous tense.
Students use correctly the negative structure in present
continuous tense.
Students use correctly the interrogative structure in present
continuous tense.
Students present clearly and organized the exercises according to
teacher’s expectations.
Students present the workshop’s evidences in the time established
by their teacher.
Students present the workshop’s evidences in the notebook or in
a word document.

Additional Resources:
1. Grammar reference Everything 1a page 18.
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Guías pedagógicas de Aprende en Casa para estudiantes
por contingencia pandemia COVID 19   F-COL-87

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What can I do if I don’t understand? / (Y si no entiendo, ¿qué puedo hacer?)

1. Identify the friendly words. (Words in English that look similar to Spanish)
2. Highlight the unknown words. (New words in English)
3. Use the dictionary to understand the unknown words and write these new words in your English
notebooks.
4. Ask one of your family members for help to understand the information in the workshop.
5. Contact your English teacher. Each school have established how.
Vocabulary: Grammar structure: arrangement of words, phrases, and clauses in a sentence

Designed by: Revised by: Approved by:

Mariangélica Chávez Diego Gerardo Ramos Judith Alvarez

Additional Resources:
1. Grammar reference Everything 1a page 18.