Visual trigger: Show four images connected with modern digital life. Ask: “How has technology changed your life in the last 10 years?” Learners discuss in pairs: “Tell your partner ONE thing technology has made better and ONE thing it has made worse.” Teacher monitors without correcting. Conduct very brief feedback by eliciting 2–3 ideas. Transition: “Let's read about how digital technology is changing our lives.”

Give learners the adapted text. Set the task before they read: “Read quickly. Don't worry about new words. Which statement best summarizes the text?” A. Technology mostly makes our lives worse. B. Technology brings benefits, but also creates problems. C. People should stop using technology. Learners read individually, then compare in pairs. Answer: B.

Learners read again and find words meaning: 1. judge something as more important than it really is → overestimate; 2. not given enough value → undervalued; 3. use something incorrectly → misuse; 4. depending mainly on yourself → self-reliant; 5. involving many countries → multinational; 6. define/change something again → redefine. Learners pair-check. Ask: “What do these words have in common?” Elicit: something has been added at the beginning → prefix.

MEANING Learners match prefix cards and meaning cards: pro- = for/supporting; anti- = against; pre- = before; post- = after; under- = not enough/below; over- = too much; multi- = many; re- = again; mis- = wrongly/incorrectly; ex- = former; self- = by/on yourself; non- = not. Pairs compare with another pair before teacher feedback. Use CCQs rather than explanations. Example: “If you overestimate the importance of social media, do you think it is more important or less important than it really is?” — More important. FORM Elicit the basic pattern: PREFIX + BASE → NEW WORD / NEW MEANING. Show additional contextual examples to cover the target set: pro-technology, anti-AI, pre-digital, post-pandemic, underpaid, overuse, multinational, reconnect, misinformation, ex-colleague, self-reliant, non-stop. Highlight that prefixes generally change meaning, but do not necessarily change word class: use (v) → misuse (v); national (adj) → multinational (adj). PRONUNCIATION Model selected words: overestimate, underestimate, misinformation, multinational. Learners listen first and identify the stressed syllable. Mark stress on the board. Conduct short choral and individual drilling. Backchain difficult examples. Pair pronunciation challenge: Student A says a word; Student B identifies its prefix and meaning. Swap roles.

Give Liveworksheets to complete. Learners complete sentences with appropriate prefixes. They work individually for approximately 2 minutes, then compare answers in pairs. Conduct quick OCFB. Avoid discussing every answer at length; focus on items that caused disagreement.

Divide the class into groups . Each receives four Digital Life Challenge cards. Groups discuss the issues and complete one clear communicative task: “Decide which TWO are the biggest digital problems for adults today and agree on ONE solution for each.” Language challenge: learners should try to use at least five words containing prefixes naturally during the discussion. Teacher monitors without interrupting and records examples of effective language and errors for DEC.