T shows some electronic gadgets and asks students what they are. She elicits answers. She says "I use these everyday. I use the laptop at work. I use my mobile phone for texting, calling someone, checking emails and social media. I use my Ipad for watching TV series and read books." T asks "Which electrical devices do you use everyday? And why do you need them?" T does whole class feedback.

She shows the pictures of some devices plugged in and elicits the word. She asks "To use a TV, do I need to plug it in first? (Yes) If something is plugged in, is it connected to a supply of electricity? (Yes)". She drills the pronunciation of the word and writes it on the board. She also writes some example sentences. She shows another picture to elicit the word "disconnect". She asks "If I disconnect from the internet, do I still have internet connection? (No) If I disconnect a fridge, does it continue to work? (No) Why? (Because it isn’t connected to a supply of electricity.)" She models and drills the pronunciation and writes the word on the board highlighting the stress. T shows another picture to elicit the word "immigrant". She asks “If someone is an immigrant in the USA, does he/she live in the USA? (Yes) Was he/ she born in the USA? (No)” She models and drills the pronunciation of the word and writes it on the board highlighting the stress. She shows another picture to elicit the word "native". To check meaning, she asks "If someone is a native in a country, was he/she born in that country? (Yes)” She drills the pronunciation of the word and writes it on the board highlighting the stress. She shows the picture of a landline phone to elicit the word. She asks "Where can we use a landline phone? (At home, in an office) Can we carry it like a mobile phone? (No)” She models and drills the pronunciation of the word and writes it on the board highlighting the stress. She shows a picture to elicit the word "bribe". To check its meaning, she asks "Why would you bribe someone? (To persuade them to help you) To bribe someone, what do you give him/her? (Money or something valuable) Do you give the money openly or secretly? (Secretly)” She models and drills the pronunciation of the word and writes it on the board highlighting the stress.

T shows the book cover and asks students "Who are the people on the cover?" and "What do you think the book is about?" to make them guess the content of the book.

T asks "What's the experiment about?" She plays the recording once and then elicits their answers. If needed, T plays the recording again.

T distributes true/false questions and gives students time to read them. She plays the recording. Students check each other's answers. If needed, she plays the recording again.T does whole class feedback.

T distributes HOs and gives some time for students to read the sentences. Ss listen to the second part of the recording and take notes while listening to complete the sentences. They compare their answers. If needed, T plays the recording again. T does whole class feedback.

T asks Ss "Have you ever had to live without the internet for a few days, e.g. when you were on holiday? Did you miss it?" T gets their answers and then asks "Do you think Susan Maushart's experiment was a good idea?" Ss discuss in pairs or groups. T does whole class feedback. T says "If you had to do the experiment, what do you think you would miss? Why?" T writes on the board some useful expressions to help students speak: I'd miss ....... because......., I couldn't live without ..... because..., I need it for....., I'm addicted to ....... Ss work in pairs and share their ideas. T does whole class feedback.