Students are asked to cut out vocabulary word cards, sort them, circle suffixes, and underline root words. The lesson explicitly defines the -ing suffix as "describes actions that are happening in the moment -- cooking." Students are instructed to read words in context and underline suffixes on vocabulary cards and to complete a story using those vocabulary words (which include -ing forms).

The lesson explicitly tells students that adding -ing to a verb indicates the action is happening at the moment and provides many examples (e.g., race → racing; dance → dancing). Activity 2 and the Student Activity Pages require students to form -ing forms and practice spelling changes (drop final e, double final consonant, stress rules). The chart and practice options ask students to produce -ing forms for a list of verbs and to apply the rules in multiple examples.

Students analyze the word "bellowing," including its root and the suffix -ing, and the teacher note explicitly calls out that "bellowing" is a verbal (an -ing form) even though it functions as an adjective. The vocabulary web activity asks students to record the part of speech and to write a sentence for each target word (including words with -ing), requiring students to produce sentences that may use -ing forms. Multiple student activity pages prompt students to identify parts of speech and affixes (prefix/suffix) for words such as "bellowing" and "abruptly."

Students encounter at least one explicit present-progressive form in directions such as "pretend that he is teaching letters," which uses the -ing progressive construction. Students also read phrases like "he is going to be dependent," showing a verb phrase describing ongoing/future state in context. These instances appear in instructions and explanatory text that students read or hear.

The lesson text includes an instance of a progressive verb form in the answer to Question #3: "He was going on a long journey to find his spirit," which uses the past progressive. Students are asked to read Chapters 19 and 20 and to record passages on the Word Pictures page, which may expose them to verb forms in text but does not explicitly focus on them.

The student activity includes a sentence with a past progressive form: "We were all waiting anxiously to carry out the plan to rescue Sophia's children." The pointers explicitly instruct students to "Begin sentences with words ending in '-ing'" and examples model -ing forms such as "Swimming in the ocean is something I really enjoy." The rewriting activity asks students to rewrite sentences and vary sentence beginnings, which may require them to use -ing forms or present participles.

Students read and answer questions that include present progressive verbs, for example the answer to Question #2 states "They are eating and drinking what Father Christmas had brought them," and Question #4 uses "Edmund is riding in the White Witch's sledge." These sentences show students encountering progressive forms in context.

Students read chapters and answer comprehension questions that reference verb forms in the text; for example Question #4 asks "Why did Sophie think the giant was running fast?", which includes the past progressive form "was running." Students are asked to copy the author's description and to write their own descriptions, which could expose them to verb forms in context as they transcribe and produce sentences.

Students are asked to "correct the giant's grammar" in the Interpreting the BFG activity, which includes sentences such as "Little chiddlers who is building sandcastles on the beach" and "One right is not making two lefts," requiring students to notice and change verb forms (e.g., to "who are building" or "does not make"). The lesson also lists "Gain increasing knowledge of grammar" as a skill and asks students to substitute correct words and reword incorrect phrases, giving them practice with verb form correction in writing.

Students encounter multiple examples of progressive verb forms in the activity paragraph: "One day a small child was walking down a quiet path in the woods," "The giant was coming towards him," and "he was always thinking of ways to get out of tough situations." Students are directed to write or fill in that paragraph (Option 1) or to compose their own paragraph using the vocabulary (Option 2), which can include these progressive forms.

Multiple sentences in the lesson use progressive verb forms (for example, "the butler is using ratio of 1:4" and "the River Thames is flooding"). The role-play prompt "Act out what you think the Queen would do/say" tied to the flooding scenario invites students to speak and potentially use progressive forms when responding. The lesson's spoken and written prompts (e.g., having students act and answer questions) provide occasions where progressive forms might naturally appear in student language.

The lesson explicitly defines the progressive tense as "be" + the "-ing" form and gives example sentences in present, past, and future progressive ("I am singing," "I was singing," "I will be singing"). Activity 3 directs the student to convert a given present tense sentence into past and future progressive forms orally and to write progressive forms on the Student Activity Page. The answer key provides modeled progressive forms for multiple sentences (e.g., "Sadako was making paper cranes; Sadako is making paper cranes; Sadako will be making paper cranes"), showing formation across past, present, and future.

Students read Chapter Q5 answer that includes the sentence "Stanley was walking home from school...", which provides an example of the past progressive tense. Students also encounter action verbs in instructions (imperatives like "Cut out the layers," and future-tense phrasing such as "he will learn"), and participial forms appear in words like "digging" in titles/activities. These occurrences expose students to verb forms in context but do not present explicit grammar instruction.

The answer to Question #1 includes the progressive verb phrase "had been going," providing an explicit example of a progressive tense in the text. Students are instructed to summarize chapters and to write poems and research responses, which require composing sentences and could involve producing progressive verb forms in their own writing. Several teacher directions use verb constructions in context (e.g., "When your child has finished... she can write..."), exposing students to varied verb usage in authentic sentences.

Students encounter a past-progressive verb form in Question #10: "Why were the other boys getting upset with Stanley?" which uses "were getting upset." Students also read passages and questions that include various verb forms in context (e.g., "Sam fixed," "they did not come"), giving incidental exposure to verb tense use in sentences.

Several sentences that students punctuate include progressive verb forms. For example, students punctuate the sentence "Are Armpit Zero and the caveman still resting in the rec room?" (present progressive) and "The dangerous deadly snake was rattling beneath Stanley's feet." (past progressive). The Missing Punctuation activity therefore exposes students to progressive forms within contextual sentences.

Students are asked to write an 8–10 sentence first-person retelling of events, giving them a chance to use continuous actions in narration. The provided first-person example contains the explicit past-progressive phrase "One day I was walking across a meadow," and also uses continuous-action phrasing such as "started running" and "the meadow started getting blurry," which models ongoing actions in past narration.

The lesson includes explicit examples of past progressive in the reading questions and answers (Question #1: "What were Abel and his wife doing?" with the answer "They were having a picnic in the woods."). Another instance appears in Question #6 where the answer uses past progressive: "He was chasing after his wife's scarf." These items show students encounter progressive verb form in context.

Students are asked to answer assigned reading questions in their journals, providing a context for written responses. QUESTION #4 uses the present progressive form: "How is he adapting to his new environment?" The provided sample answer uses present progressive: "He is using his resources to make a boat and also eating the foods he can find."

The lesson text contains several explicit uses of progressive verb forms in the narrative and questions (for example, "He is learning to work patiently..." and "Abel is still devising ways to get off the island."). Students will read Chapters 5 and 6 and answer journal questions and discussion prompts, exposing them to sentences that use present progressive constructions. Activity prompts ask students to describe what Abel is doing and how he is changing, which may elicit responses that echo progressive forms.

The lesson explicitly reviews common suffixes and states "-ing = progressive tense or present participle," and it directs students to use root words and suffixes to recognize words. Vocabulary activities ask students to record words that include -ing (for example, "communing"), to write sentences using vocabulary words, and to note parts of speech and syllables.

The lesson reviews the definition of a verb and asks students to identify underlined words as nouns, adjectives, verbs, or adverbs in Activity 2. Several example sentences in the parts-of-speech activities include -ing forms or verb phrases (e.g., "began swimming," "started to swim," "Abel dwelling...") that expose students to progressive-like forms. The wrapping up prompt asks students to describe a verb and provide examples, which directs students to attend to verb forms.

The text includes explicit examples of progressive verb forms in narration, e.g., "Some were carrying things and others were working on motors," which shows past progressive usage. Students read sentences that contain '-ing' progressive constructions when they read the chapters and answer comprehension questions. The activities require students to write responses and a paragraph, which could involve verb tense use while describing events.

The text includes a direct use of a past progressive form in Question #8: "Why were the rats planning to destroy everything before leaving for The Valley?". The lesson asks students to write narratives and responses (paragraphs, poems, songs, a speech, and a plot flowchart), which provide opportunities for students to use verb tenses, including progressive forms, in their writing.

Students are instructed to write a chapter that "should also describe how the characters are surviving in and interacting with their environment," which invites use of progressive verb forms to show ongoing actions. Students must plan and write dialogue (three conversations) and are told to record conversations using correct punctuation, providing opportunities to produce verb tenses in spoken and written language. Students also outline four sequential events and write summaries, requiring narration of actions over time that can involve present, past, or future progressive constructions.