Ask learners the following questions What are the people doing in the picture? What are the positive and negative effects of the internet?” I will elicit a few ideas in open class to activate prior knowledge and set the context. Pre - teach Influence (effect not control) and daily (every day) using the phrase “The internet has a strong influence on our daily lives.”

Share G-Form via chat. Show Ss how to use dop downs to match topics (a-e) to paragraphs (1-5). At end of 3 mins ask Ss to submit answers. Answers: 1) Connecting people, 2) How the internet started, 3) We can’t live without Internet , 4) It’s our internet, 5) Taking the internet to the people). This activity helps learners focus on the main ideas of each paragraph and notice key vocabulary, including words with prefixes such as overestimate, anti-nuclear, pro-democracy, non-scientifically, and misused. After completing the matching task, check answers together in open class, eliciting justification for choices (e.g., “Why did you choose this heading for paragraph 3?”).

Meaning During this stage, the teacher displays the Prefixes Classification Chart (Google Slides, slide 3) showing categories such as over-, anti-, pro-, ex-, non-, multi-, re-. The teacher then clarifies meaning by explaining what each prefix represents: over- = too much anti- = against pro- = in favor of ex- = former non- = not multi- = many re- = again/change On the next slide learners identify the prefix and the base word in each example (e.g., overestimate → prefix over- + base word estimate). Understanding is checked through concept-checking questions (CCQs) such as: “If you overestimate something, do you think it’s bigger or smaller than it really is?” “If you’re anti-nuclear, do you support nuclear power?” “If something is misused, is it used correctly?” Form On Slide 2, students work in pairs to combine prefixes with root words to form meaningful new words. Encourage them to write both the new word and its meaning. Example answers: Overestimate → guess too high Rewrite → write again Ex‑wife → former wife Proactive → taking action before problems occur Non‑violent → not using violence Self‑reliant → independent Multi‑national → operating in many countries Post‑graduate → after graduation Pronunciation On slide 5, Pronunciation is modeled using IPA and stress patterns, emphasizing that stress usually remains on the base word: /ˌəʊvərˈestɪmeɪt/ /ˌæntiˈnjuːkliər/ /ˌprəʊdɪˈmɒkrəsi/ Learners repeat chorally and individually to practice pronunciation. The stage concludes with learners producing their own examples using each prefix (e.g., overwork, anti-social, rebuild) and sharing them with peers.

Show G-form. Ask Ss to read article and choose the correct prefix to complete the gaps Answers: re‑publish anti‑government over‑estimate multi‑million

Show G-Slide. [Slide 5] Tell Ss to imagine they are writing a short blog post (5–6 sentences) about a topic they care about (travel, study, social media, hobbies, etc.). They must include at least four prefix words learned / used in class Encourage creativity and a natural tone, similar to the “Blogging” text. Get them to break-out rooms to share their blogs with their partners Monitor and make corrections if necessary.