AlHakam Shaar AlHakam Shaar

Assessed TP4 - The Futurological Conference
Pre-intermediate level


In this lesson, students practice reading for gist and details in the context of future world changes. The lesson starts with a picture-prompted lead-in discussion on how the world is now and how it will change in the future. Then sts read a set of predictions to decide if they think they are true or false. This is followed by a title match activity, a prediction check activity and then a vocabulary focus. Finally, students write about other changes that might happen in the world and tell their partners to see if they agree.


Main Aims

  • To provide gist and scan reading practice using a text about predicting future changes in the context of world.

Subsidiary Aims

  • To provide product writing practice of a conference highlight in the context of predicting future changes.
  • To give ss of all levels of proficiency and confidence a chance to produce language


Warmer / lead-in (5-7 minutes) • to activate students' schemata on issues related to the World and how life on it might change

1. T greets Ss. 2. T runs the "world now pictures & predictions about the future" powerpoint file and asks Ss to, in pairs, look at each picture and say what it says about the world, and then to say how they think this will change in the future. T sets 2 minutes. 3. T demonstrates by asking the two questions to random students. 4. T checks instructions: "T: Who will you work with? - Sts should point to their partners. "T: What's the first questions?" - "Ss: what does the picture say about the world" T: "What's the second question?" Ss: "How will this change in the future?" 5. T gives ss 2 minutes and monitors, helping with vocab if they are stuck. 6. T stops Ss and gets feedback.

Pre-reading (making predictions) (3-4 minutes) • To prepare the students for the topic of the reading and raise their interest

1. T tells Ss that they are going to read a text about the future of the world and life in it and tells them he'll read out sentences based on the text and they sould say if they think they are true or false. 2. T reads the statements one by one, pausing to see if they think they are true or false, and check understanding of difficult words, e.g. "cure" 3. T tells Ss they're going to find out later in the lesson.

Reading for gist (initially assisted for vocabulary) (6-8 minutes) • To improve Ss skills for global reading (from title & and subtitle) & clarify words that block understanding

1. T. Chests reading handout (P. 76) telling them to read the title, guess what who wrote it in 1 minute. 2. T gives HOs and gives Ss 1 minute. Meanwhile, he writes on the board: futurological, talks, and highlights. 3. T asks a S to say what they think the text is about and who wrote it. 4. T attracts Ss attention to the board, eliciting that "futurological is the adjective of futurology and that the latter means the science/study of the future. T elicit that talk means speech. T elicits that a highlight of a speech is very short summary of it. It includes only the important ideas. 5. T chests ex. 1 and tells Ss to match the titles to the highlights, pointing out that three of them are not to be used. He also tells them that they should do the activity as fast as they could. They have only 3 minutes, so they should only focus on the general idea. 6. T gets feedback and checks answers.

Reading for more detailed points (Ss' earlier predictions) (5-7 minutes) • To get ss work more closely with text, focusing on more details

1. T. Chests True-False HOs and tells them they're the same sentences they made guesses about. T explains they should get 4 minutes to read more closely and say if they're true or false. 2. T. gives Ss 4 minutes and monitors to make sure Ss are on task. 3. T asks Ss to compare answers in pairs. 4. T gets WC FB and checks answers.

Post-reading (vocabulary) (4-5 minutes) • To reinforce words from the text which they might need for the writing activity

1. T chests ex. 3 HO, telling Ss they need, in pairs, to fill in the gaps with words from the box in 1 to 2 minutes. 2. Gets feedback and concept checks vocab.

Writing talk highlight. (12-15 minutes) • To give less-confident students a chance to produce language and more confident students a chance to produce structured language

1. T tells ss to think of one thing that they think will change in the world to pass it to their peers, seeing if they agree or not. They should answer these questions (WB): a. What will change? b. How will it change? c. What is will this affect human life? 2. T gives them 4 minutes to write, he tells them they can use the texts in the reading as examples. 3. T collects sheets of paper, shuffles them and gives them to other Ss to decide if they agree or disagree. 4. T gets FB from as many Ss as time allows.

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