I'll draw table on the w/b with headings and put first word 'possible' under adjectives. Depending on the reaction from the Ss, I might put few more words to make more clear how the table works.

I'll separate Ss into pairs, give them new words and tell them to talk to their partner and decide on where in the table those words belong. Once they're finished, I'll ask them to put the words on the w/b into the table and together check if they're correct. After that we'll do some pronunciation drill for accuracy of new words and then exercise 1 on page 98.

I'll explain how important word families are. I'll show how from the same root of one word the other words come and how similar they are in spelling and meaning. I'll also, briefly talk about some of the endings for those words and highlight them on the w/b..

Before giving to Ss exercise 2 on page 98, I'll demonstrate how it's done and then ask them to do it by themselves. Once finished, exchange information with their partner. After that FB.

Before Ss will be asked to read the text from exercise 3 page 98, I'll ask them if they know what is 'conspiracy theories', just to get them interested. Than I'll ask them to read the text by themselves and try to understand what does it mean from context. Once Ss finished reading I'll put them in to the groups and let them talk about their thought on this subject (Are those theories true? What do they think? Do they know about other once?)

I'll ask Ss in groups work on exercise 4 page 98 and come up with their own conspiracy theory. When they're finished with exercise, they'll get to share their story with everyone.