Supply the whole 10:15 scene in text
This original fictional scene has four facts:
- S1: At 10:15, Imani is carrying a blue folder.
- S2: At 10:15, Kai and Jo are sorting cards.
- S3: The narrator says, “I am checking the list.”
- S4: Imani is not opening the folder at that moment.
An optional original schematic can illustrate those actions, but the text must supply equally complete evidence. Do not present the drawing as a photograph or leave a nonvisual learner without the action details.
The British Council present-continuous reference describes be plus -ing and actions in progress, alongside other uses. This practice explicitly targets the scene constructions; it is not a test of every present or future meaning.
Keep each form attached to its subject
| Source and task | Choices | Key and reason |
|---|---|---|
| S1: Imani ___ a blue folder. | is carrying / are carrying | is carrying: one named subject takes is here. |
| S2: Kai and Jo ___ cards. | is sorting / are sorting | are sorting: the coordinated subject takes are. |
| S3: I ___ the list. | am checking / is checking | am checking: the narrator's I takes am. |
| S4: Imani ___ the folder. | is not opening / is opening | is not opening: preserve the explicitly supplied negative fact. |
The -ing form stays with the supplied action. Do not substitute checking for carrying when changing a subject selector. The key must inspect both auxiliary agreement and the actual scene action.
Contrast a routine without changing the scene
Supply a separate routine R1: Every Monday, Kai sorts cards. It tells us about the fictional recurring routine, not by itself what Kai is doing at 10:15. Use S2 for the current scene and R1 for the routine comparison.
Ask learners which source supports the requested current-scene answer. Explain why the task asks for are sorting; do not label every alternative description globally ungrammatical just because it is outside this keyed practice format.
Likewise, do not make a negative mode that asserts Imani is not carrying the folder. S1 says she is carrying it; S4 provides the different negative action needed for this item.
Design local checking around explicit forms
For a keyed form entry, ignore only letter case and outer spaces if that is the stated policy. Do not claim that this simple normalization accepts all contractions, synonyms, or paraphrases. Add accepted alternatives only when the teacher supplies them.
Show Not answered until a response exists. Explain a subject mismatch with the actual subject and auxiliary; let a separate hint expose the relevant scene fact. On another item or reset, clear the old selection and feedback. The companion keeps local choices and feedback separate from actual learner records.
Copy a scene-practice prompt
Create one complete, self-contained US-English HTML companion for “At 10:15 · scene grammar practice”. Return the full HTML document, with inline CSS and any JavaScript needed for the local interactions. Use the original scenario, named records, numbers and expected cases below.
Design the page for this task: use clearly labeled input or source records, a readable result or worked example, and an adjacent explanation of the evidence. Use a restrained visual hierarchy, left-aligned text, readable tables or stacked records, and a responsive layout at 720px and 360px. Provide meaningful labeled controls for S1; S2; S3; S4; 10:15 scene; Monday routine; Check; Scene hint; Retry; Reset. Use keyboard-accessible native controls and visible focus. Keep the complete content readable without an external dependency.
The following brief supplies the substantive content and constraints. Native-format requests describe the material to represent or copy manually; this HTML must not pretend to create DOCX, XLSX, PDF, PPTX, H5P or another native file, run Python/Flask/Django/Snowflake/Power BI, connect a live service, send messages, or perform an authorized real-world action. Where the task requires a native source, actual observation or separate approval, retain that requirement and leave unsupplied evidence blank.
Draft original present-continuous practice in US English. Fixed scene time and subject/action facts with IDs: [inputs]
Separate recurring-routine facts for contrast: [inputs or none]
Negative scene facts actually supplied: [inputs]
Learner level, accepted forms and school format: [inputs]
Explicitly request am/is/are plus-ing for the supplied scene. Bind every item/key/explanation to its subject, action and fact ID. Preserve polarity and do not negate a true action just by switching views. Provide full scene text alongside any requested original schematic; no invented photograph. Keep routine evidence separate and avoid declaring every out-of-scope natural alternative globally ungrammatical. Specify local form choices or exact keyed entry, normalization of case/outer spaces only, separate hints, check/retry/reset and stale-feedback clearing. Keep unanswered/wrong/accepted distinct with keyboard/text-state access. Do not claim unbuilt interaction or open-text semantic grading. Do not invent scene actions, learner outcomes or standards. Label requested invented scenes fictional; use [NEEDED: input] for missing facts/keys. Return learner practice and teacher key; retain actual assessment records in the authorized school workflow.
COMPLETE AUTHORED SCENARIO AND EXPECTED CASES
The following is the supplied reading/teaching/calculation record to represent in the companion. Preserve its particular content, examples, source references and unknowns. Wording about a future native implementation refers to that native task, not permission to omit this HTML companion.
# Present Continuous Interactive Worksheets: Describe the Supplied Scene
“Kai and Jo is sorting” names the right action but mismatches the subject and auxiliary. Show who is doing what at a stated moment, then ask for am/is/are plus the -ing form. Keep a routine statement separate from evidence about the current scene.
## Supply the whole 10:15 scene in text
This original fictional scene has four facts:
- S1: At 10:15, Imani is carrying a blue folder.
- S2: At 10:15, Kai and Jo are sorting cards.
- S3: The narrator says, “I am checking the list.”
- S4: Imani is not opening the folder at that moment.
An optional original schematic can illustrate those actions, but the text must supply equally complete evidence. Do not present the drawing as a photograph or leave a nonvisual learner without the action details.
The [British Council present-continuous reference](https://learnenglish.britishcouncil.org/free-resources/grammar/english-grammar-reference/present-continuous) describes be plus -ing and actions in progress, alongside other uses. This practice explicitly targets the scene constructions; it is not a test of every present or future meaning.
## Keep each form attached to its subject
| Source and task | Choices | Key and reason |
| --- | --- | --- |
| S1: Imani ___ a blue folder. | is carrying / are carrying | is carrying: one named subject takes is here. |
| S2: Kai and Jo ___ cards. | is sorting / are sorting | are sorting: the coordinated subject takes are. |
| S3: I ___ the list. | am checking / is checking | am checking: the narrator's I takes am. |
| S4: Imani ___ the folder. | is not opening / is opening | is not opening: preserve the explicitly supplied negative fact. |
The -ing form stays with the supplied action. Do not substitute checking for carrying when changing a subject selector. The key must inspect both auxiliary agreement and the actual scene action.
## Contrast a routine without changing the scene
Supply a separate routine R1: **Every Monday, Kai sorts cards.** It tells us about the fictional recurring routine, not by itself what Kai is doing at 10:15. Use S2 for the current scene and R1 for the routine comparison.
Ask learners which source supports the requested current-scene answer. Explain why the task asks for are sorting; do not label every alternative description globally ungrammatical just because it is outside this keyed practice format.
Likewise, do not make a negative mode that asserts Imani is not carrying the folder. S1 says she is carrying it; S4 provides the different negative action needed for this item.
## Design local checking around explicit forms
For a keyed form entry, ignore only letter case and outer spaces if that is the stated policy. Do not claim that this simple normalization accepts all contractions, synonyms, or paraphrases. Add accepted alternatives only when the teacher supplies them.
Show Not answered until a response exists. Explain a subject mismatch with the actual subject and auxiliary; let a separate hint expose the relevant scene fact. On another item or reset, clear the old selection and feedback. The companion keeps local choices and feedback separate from actual learner records.
Implement the local companion rather than returning a text-only plan. Preserve every numerical fixture and the distinction between illustrative expectations and actual evidence. Any native-runtime or classroom tests mentioned above remain tests to perform in the proper environment; do not mark them passed. Keep edits and practice responses in this open page only, without claiming persistent storage. Provide invalid/missing-input feedback and reset behavior that agree with this specific brief. Do not claim accessibility certification, learning gains, real approvals or test results that were not observed.
Review the scene and key as a pair
Actual school submissions stay in their original system, and the local checker still needs implementation tests. Before class, verify that each auxiliary matches its subject and that every positive or negative answer preserves the scene you supplied.