1. Display images of important technological inventions from the past to the present. E.g. light bulb, radio, telephone, car, aeroplane, television, internet, smartphones, etc. 2. Ask students, 'What is your favourite technology? Why?' 3. Ask students, 'How do they feel about technology? Why?'

In this procedure, students will elicit words and phrases using question prompts with visual images followed by CCQs. Does anyone know what word we use when a person is choosing to be alone? Antisocial CCQ: Does an antisocial like to hang around others? No CCQ: Is it healthy if a person is antisocial? No CCQ: People with many friends, are they antisocial? No • Drill “mental picture”  Allow students to listen to you first, then they repeat after you as a class, and at the end nominate students. • Show and explain form. Refer to language analysis lexis sheet. What is another term for changing the channel? Flick through CCQ: Is flicking through an action? Yes CCQ: Can anyone tell me a sentence using 'flick through'? I flicked through the television • Drill “mental picture”  Allow students to listen to you first, then they repeat after you as a class, and at the end nominate students. • Show and explain form. Refer to language analysis lexis sheet. . When people text message with the letter u instead of the word you or send Arabic messages in English letters, what is it called? Text speak CCQ: If I text message "how r u?", is this text speak? Yes CCQ: In formal writing can we use text speak? No CCQ: Is text speech a correct form of grammar? No • Drill “mental picture”  Allow students to listen to you first, then they repeat after you as a class, and at the end nominate students. • Show and explain form. Refer to language analysis lexis sheet. What do you call a person who doesn't like modern-day machines? Technophobe CCQ: Does a technophobe enjoy technology? No CCQ: Do technophobes dislike new technology? Yes • Drill “mental picture”  Allow students to listen to you first, then they repeat after you as a class, and at the end nominate students. • Show and explain form. Refer to language analysis lexis sheet.

Tell students that today’s lesson is a reading lesson and that the text talks about the disadvantages of technology.

This is a reading for gist task based on text New Cutting Edge Intermediate, pg.80, #4. In this activity, students will rapidly skim to match the headlines with the 7 paragraphs. While doing the task, students will read and match headlines in the question to paragraphs of the reading. 1. Inform students they have 5 minutes to match the headlines in the question to the paragraphs in the reading and after they finish reading, they will compare in breakout rooms 2. ICQ: What are you going to do first? How long are you is this activity? What are we doing after matching the headlines with paragraphs? 3. Send them to breakout rooms to discuss answers. 4. Bring them back to the main room and show answers

This is a reading for detail activity. Students will answer questions from New Cutting Edge Intermediate, pg. 80, #5. Pre-reading questions will be given to students to answer before they read. 1. Explain the activity to students. Let students read the statements first individually. Give them 30 seconds. 2. Modal an example to show students how to do the exercise. 3. Tell students to have a pen and paper ready and to take notes while reading. They will individually read for ten minutes. 4. ICQS: Are you going to work individually or in groups? Individually. How much time do you have to read the text? Ten minutes. Are you supposed to take notes while reading? Yes. 5. Tell students to check answers in groups for four minutes. 6. ICQS: Are you going to work individually or in groups? In groups. How much time do you have? Four minutes. What are you supposed to do? Check the answers. 7. Ask for class feedback.

1. Ask students the question. Give them 30 seconds to individually think. 2. Put them in groups for three minutes to discuss. 3. Tell them that they need to share something interesting that the other group member said. 4. ICQS: Are you going to work individually or in groups? In groups. How much time do you have? Three minutes. What are you supposed to share when you come back? Something interesting that the other group member said.

Ask for feedback  Students need to share something interesting that the other group member said.