Introduce picture and ask Ss to guess who/where these people are and what do they do. Show answer (employees at fashion magazine office).

Tell Ss we're going to learn more about Imogen from Glitz. Have Ss read Imogen story individually for main ideas and use G-form for multiple choice understanding check (2-3 min). Discuss answers in OCFB.

Show story text with colored highlights distinguishing between present simple and present continuous. Ask Ss which color goes with the correct tense.

Meaning: Show G-slide with present simple timeline with meaning and example. CCQs: Do I only wash my face on Mondays and Tuesdays? Do I do this one time or many times? Show G-slide with 2 present continuous timelines (1. happening now and 2. happening around this time) with meaning and example for each. CCQs for happening now: Am I doing it right now? Have I finished listening yet? CCQs for happening around this time: Is this happening right now or around this time? Is it something temporary or forever? Clarify use of present continuous with action vs state (thinking, feeling, etc) verbs. CCQ: Can I say: He is knowing a lot about art? Have Ss do present simple vs present continuous meaning practice check with sentences from text on G-form. (2-3 minutes) CCQs during OCFB answer check: Can we see it happening? Does this describe thinking or feeling? Form: Explain affirmative and negative form of present continuous. Show conjugation table on G-slide with 1st person example and auxiliaries missing for 2nd and 3rd person to be completed together as class. Also do the same for contraction form. Go to next slide to show present continuous verb spelling exceptions and rules, with a column of example base verb needing change/correction for each. Go through each exception/rule, having Ss write their answers for each in the chat. Check answers together as we go. On next slide, ask one student at a time for the answer to each practice affirmative form fill in the blank sentence. Then have each student write the correctly word ordered negative use sentences in the chat. Review together, writing correct answer on G-slide.

Have Ss work in pairs using BORs to complete fill in the blank with correct verb tense on G-Slide (3-4 minutes), then go over answers together in OCFB (provide answer slide to check/compare if needed).

On pronunciation slide, ask Ss to help highlight stress words in each sentence. Explain these should be content words, then demonstrate on first sentence. Then have Ss listen to audio of each sentence with each student repeating each sentence checking for correct stress words.

Introduce task: Ss are going to write Juliet's story. Explain that they can use sentence prompts and have 4 minutes. Have Ss work in pairs in BORs (observing for DEC opportunities), then return to OC for Ss to share what they wrote. Ss can trade off sentences so all get practice reading/speaking practice. Finish with DEC.