T writes “Technology = Happiness?” on the board. In the last lesson you learned about health and happiness. What about technology and happiness? Does technology make our lives easier, happier? T puts the following questions on PP. In pairs, students discuss: -Does technology make your lives easier? Happier? -How much time do you spend on the internet? Hours per day/week? -Where do you spend your online time (shopping, news, blogs…)? Quick WC FB about where they go online. T evokes (if not brought up already) online shopping and auction sites. T pre-teaches “auction” if necessary (visual).

T introduces the topic of online auction company (not mentioning eBay yet, if possible). T hangs up text (without the heading) at at least 5 different points around the room. Ss are allowed 3 minutes to get up and scan the text, and then go back to their seat and write down what the numbers refer to. Check in pairs. WC FB. ICQs: Are you going to stay in your seats, or get up? How long can you look at the text? 3 minutes Can you write something down while you're reading the text? When you're finished, are you writing down your answers in pairs or individually? Indiv.

T pre-teaches: jet, kidney, through visuals, silly (=not serious) if Ss don’t know vocabulary. T gives Ss a copy of the text and questions. Ss have 5 minutes to read the text individually and try to answer the questions. Then in pairs, they check their answers. ICQs : How long do you have? 5 minutes Do you need to know every word to understand the text? No. So are you going to use your dictionary? No Are you working in pairs or alone? WC FB: -Number 6 – was this item actually sold? CCQs - make sure they understood, how do you know that, where is it in the text? -What is similar about the structure of most of these questions? (uses superlative…)

T gives each student exercise to fill out individually. Can check answers in pairs. During WC FB, T asks students WHY they chose their answer (justification), to see if they understand the difference.

T puts slide up on the board of sentences from the text, each containing a different rule for constructing the superlative. T hands out to each S a copy of the slide (but with more examples). T divides students into 6 groups (groups of 3?), assigning each group 1 sentence and asking them if they can figure out the rule for their sentence. Ss have 2 minutes. One S from each group explains the rule to the class, gives the other examples. Rules: 1. Irregular: the + irr. form (good, bad = best, worst) 2. One syllable CVC: the + double consonant + est (Fat, sad, red) 3. One syllable ending in e: the + st (Close, huge, strange) 4. One syllable: the + est (Fast, quick, short) 5. Ending in y: the + i + est (Happy, busy, dry) 6. Two or more syllables: the + most (Delicious, generous, important) If time, do Grammar ex. 2. If not, move onto speaking activity.

T asks Ss to take out their cell phones. (Make sure there are three people with phones in each group). T writes the following words on the board: Big, large, small, heavy, light, expensive, cheap, colorful, hi-tech, low-tech, complicated, simple, good, bad, beautiful, ugly T elicits meaning of vocab from students if they don’t already know. In groups of three, they use the superlative + adjectives to compare their phones. Modeling: Natalie has the most beautiful phone cover in the class.