1. I will display and read out questions for pair discussion on shared screen: - "How much time do you spend online each day?" - "What do you use the internet for most?" - "Do you think the internet has changed society more positively or negatively?" 2. I will give an example "I spend way too much time online, but I think it is good for helping me research information" 3. I will send the students to BOR - you have 2 minutes to discuss in pairs/groups - you do not have to answer all 3 - I will ask ICQs to clarify 4. OCFB: I will elicit a few responses, to build interest in the topic. 5. I will transition the group to the text: "Today we're going to read about how the internet has changed our world, and learn some useful vocabulary about this topic."

1. I will set a gist reading task instructing students to: - Read quickly (2 mins) and find 2 positive things and 2 negative things mentioned in the article. - ICQs to confirm 2. I will share a link to the reading text in the chat and screen share to display the questions 3. I will give a 30 sec count down. 4. OCFB: I will call the students back to attention and nominate 2-3 students to share what they found 5. Now lets look at some of the vocabulary from the text...

1. I will show a list of the highlighted words from the text on a shared screen and do a small teaching on what a prefix is using "overestimate" as an example - "look at this word, it is made of two parts. can you identify them? what is the base word? what is at the beginning? This is called a prefix. 2. I will then instruct the students to - identify the prefix of each word in the list - write it on a piece of paper - individual work for 2 mins - ICQs 3. Peer checking (if more than 5 Ss, 1 min in BOR) - if less than 5, OCFB 4. OCFB I will nominate students to share answers 5. I will mention all 12 prefixes from the text but we will only be focusing on 8 for the sake of time

MEANING 1. I will share a google form activity to guide them to discover the meaning in context. - 8 questions to address each prefix - multiple choice drop down menu to choose meaning of prefix - read each sentence. choose what the prefix means. - lets do the first one together - you have 2 mins 2. OCFB for guided checking - I will show a slide with a table on the side to be filled out as we go (prefix | meaning | base word class) - I will go through each prefix in full sentence context - using CCQs to elicit meaning - I will fill in the table - I will model the pronunciation, elicit stress marks, and drill (chorally, individually) back-chaining as needed - I will also elicit base word/class (the table will follow the pattern like this: over- | too much | estimate (verb) [CCQs here] FORM 1. I will then elicit form patterns from the completed table - what do you notice about these two? how are they related? (opposite) > easy to memorize - "what comes after this prefix?" (verb, noun, adj) - not all prefixes go with all base words, but these patterns can help you predict what combinations might work - prefix + base word = new word - does the prefix change? no 2. i will draw attention to hyphenated prefixes in the table - which prefixes have hyphens? (pro- anti-, sometimes pre- post-) - which ones do not? (over, under, re, mis) APPROPRIACY - are prefixes formal or informal? (neutral)

1. i will share a link to the gap-fill exercise, modelling the first question - instructing students to write the full word using the best prefix, sometimes there may be more than one option. that is ok. - they will have 3 mins to work on it individually - ICQs (full word or prefix only?) 2. BOR for peer checking 1 min 3. OCFB to go over answers - drill all new words for stress and pronunciation (chorally, 1-2 students) - CCQs for trouble spots (is it too much or not enough? over or under)

1. I will list the questions from the controlled practice on the screen and in the chat to spark conversation for free practice. - now we have a list of discussion questions. - talk about the ones that interest you. Use as many of the prefixes as you can. - you have 6 mins - ICQs (all questions? what are you practising? how long do you have? - monitor bor and make notes of good examples and ones that may need help (pronunciation and form). 2. OCFB - Nominate Ss to share interesting discussions - DEC shared screen with 2-3 good examples and 2-3 with errors - elicit corrections from students