Project or distribute the pictures without any context or explanation for students. Give them 1-2 minutes to silently observe the details. Ask the opening question: What do you think these people do every day based on what you see? Call on a few students to share their inferences. Reveal a second picture or zoom in on a specific part of the image. Ask the follow up question: What are they doing right now in this picture? Call on students to share their observations of details that lead them to an inference. Briefly discuss as a class any common inferences or interesting observations students noticed. Refrain from confirming or denying details at this point. Transition the discussion to reading the text to find out more about the setting and characters. Explain that making initial inferences from visual details helps them engage with the story.

-Explain to students they will read a short passage independently and look for examples of two verb tenses. -Distribute the passage and allow 1-2 minutes for independent reading in silence. -Conclude and continue on to the MFP.

Present simple Simple tense (ie. simple present tense) is used for things which are repeated, part of a routine, and/or permanent. Add s or es for he, she and it. For the negative, use don't for I, you, we and they, and doesn't for he, she and it. When to use simple tense: 1. For stating facts. 2. For repeated, regular actions and habits. 3. After conditional clauses (ie. if, when, as soon as, until, etc.) o situations. Examples For stating facts: Water freezes at 0 degrees Celsius. For repeated, regular actions and habits: I exercise at the gym every morning before work. After conditional clauses for situations: When it rains, she stays inside and reads a book. Structure: Subject + base form of the verb (for all subjects except he, she, it) Subject + base form of the verb + 's' or 'es' (for he, she, it) Examples: I play tennis. He plays tennis. Present continuous Continuous tense (ie. Present progressive tense) is used for things which are temporary or may change. For the present continuous, use am, is or are and ing. For the negative, use not. When to use continuous tense: 1. For something that is happening around the time of speaking. 2. For potential/unknown/future plans or schedules. Examples For something that is happening around the time of speaking: I am studying for my exam tomorrow. For potential/unknown/future plans or schedules: We are considering moving to a bigger house next year. Structure Subject + am/is/are + verb (base form) + -ing Examples: I am eating lunch. She is reading a book. They are playing soccer.

Introduction (1 minute) Explain the objective of the activity. Briefly review the difference between present continuous and present simple tenses. Activity Instructions (1 minute) Distribute the sentences or display them on the board. Ask students to work individually on this activity. Students will read each sentence and write “Present Continuous” or “Present Simple” next to each one. Activity (4 minutes) Students identify the tense of each sentence and write their answers. Review and Feedback (2 minutes) Go through the sentences as a class. Discuss the answers and clarify any misunderstandings. ICQs (Instruction Checking Questions) What are you going to do? Will you write "Present Continuous" or "Present Simple" next to each sentence? (Yes) Is this individually or in pairs? (Individually) How much time do you have for the activity? (4 minutes)

Pair Up (1 minute): Divide the students into pairs. Explain the Activity (2 minutes): Each pair will take turns describing a typical day in their lives using the simple present tense. After each description, the partner will ask follow-up questions using the present continuous tense to find out what their partner is doing right now or what they are planning to do soon. Practice (5 minutes): Students will begin the exercise with one student describing their typical day. The partner listens and then asks questions about the current or near-future activities. After 2-3 minutes, students switch roles. Group Sharing and Feedback (2 minutes): Bring the class back together. Ask a few pairs to share interesting details they learned from their partners. Provide feedback on their use of the tenses, highlighting correct usage and gently correcting any mistakes. Example Dialogue: Student A: "Every day, I start my day with a jog. I jog for about 30 minutes and then have a shower." Student B: "That's interesting! Are you jogging right now?" Student A: "No, not right now. I am sitting in class. But I am planning to jog again this evening." Student B: "What else do you do in the evening?"