- Greet the class - Ask if any student wants to submit their homework which was given last week, they can give it after the lesson. - Stick the piece of paper "socialising online" on the board. - Elicit the meaning if it hasn't been done in the previous lessons that day. - Ask Ss to work in groups of two/ three and to write as many words related to "socialising online" as they could think of in one minute with. - Write the answers of the group which has the most words on the board around the paper. - Add any different words from the other groups.

- Tell Ss that they will make a class survey on using the internet. - Show the handout "Pre-reading (Vocabulary- Using the Internet) to the Ss. - Explain the task by modeling the activity with a stronger student. - Check if Ss understand the task. - Give the handout to Ss. - Ss stand up and do the activity. - Ask if anyone has a similar answer. If yes, ask what it is. - Tell Ss to turn the handout backwards. - Stick the verbs on the right of the board and the nouns on the right in random order. - Ss match them in pairs (but don't write anything down yet). - Elicit the collocations from different Ss until you are sure that everybody is confident about using them. (Instructions adapted from: Clementson, T., Gray, L. & Smith, H (2011) English Unlimited Intermediate Teacher’s Pack, Cambridge) - Clarify their meaning of the words by asking CCQ. - Drill the pronunciation of each word chorally.

- Refer Ss to the title of the reading text in the handout. (on p.16 in the coursebook) - Ask them to read it and guess what the text is about. - Ask Ss to check their answers with their partners to see whether they have similar ideas. - Elicit the answers. - Ask Ss why people use social networking sites. - Ask Ss to check their answers with their partners to see whether they have similar ideas. - Elicit the answers by nominating. - Stick the piece of paper which writes "Social networking sites could be bad for friendships because..." on it on the board. - Ask Ss to work in groups of three/four and come up with a few ideas. - Elicit the answers from each group and write them on the board. - Refer Ss to the reading text. - Ss read it individually to find whether the reasons on the board (or similar reasons) are mentioned in the text. - Ss check their answers with their group members. - Ask Ss which ideas on the board are mentioned in the text, put a tick next to the ones mentioned in the text.

- Remind Ss the question in the previous task "What is the text about?" - Elicit the answers. - Before Ss read the article in detail and answer the questions in the reading handout (on p.16 ex.3 in the coursebook), guide Ss how to find the answer in the text. Tell Ss first to find the key word(s) in the questions, then underline it in the article, and read the surrounding sentences carefully to isolate the reason given. (Instructions adapted from: Clementson, T., Gray, L. & Smith, H (2011) English Unlimited Intermediate Teacher’s Pack, Cambridge) - Model how to find the answer of the first question in the text as it is explained in the previous item. - Ss read the text individually in detail. - Ss answer the questions in the handout. (on p.16 ex.3 in the coursebook) - Ss check their answers in pairs. - Elicit the answers by nominating and asking if everybody agrees.

- Give the speaking handout to Ss. - Ss work in groups of 2 or 3. - Walk round while Ss are talking and monitor their use of the new language. - Elicit the answers by asking if there is anyone who strongly disagrees with Dr. Tyagi and why. Ask some Ss about their ideas on questions 2 and 3. Ask for the other benefits of using the internet to socialise by brainstorming from the class. (Adapted instructions from: Clementson, T., Gray, L. & Smith, H. (2011) English Unlimited Intermediate Teacher’s Pack, Cambridge) Optional (If the time is not enough): - Give the writing handout to Ss. - Tell them they will do it as homework, will submit it to the teacher, and they will be given written feedback on it.