In The Future
To provide reading practice using a text about future inventions in the context of the future
To provide fluency speaking practice in a conversation in the context of future life
To provide clarification and practice of possibly new vocabulary in the reading text.
To provide fluency speaking practice in a conversation in the context of future inventions
Procedure (37-51 minutes)
T sets the context by showing a group of scrambled words and asks the sts to guess what the topic is.
T displays a slide that contains a group of (relatively) recently invented technological items to set the idea of modern technology and inventions. T distrubutes some slips of paper containing discussion questions. In pairs, sts do the task by asking and answering the questions. T conducts feedback by asking a couple of sts about their partners' answers.
By displaying images related to the target vocabulary, T encourages sts to guess what the word/expression is, eliciting it by means of visuals, gestures or definitions. Once the new words have been clarified, T distributes HO an exercise on the new vocabulary. Sts complete the exercise individually. T conducts feedback by showing the answers to sts.
Books closed. Before the lesson starts, T prepares the three parts of the essay on different pages and sticks those to the wall with numbers. T shows sts images of the three items discussed in the text. T asks sts to stand up and go to read the hanged pages then find out what each displayed item is called and which text belongs to which picture. Sts read individually then discuss in pairs.
T explains the task in exercise 3 and distributes handouts. Sts complete the task and check in pairs. T displays answers on the WB. If the sts seem confused and unclear about why some answers were so. T asks stronger sts about the reason why they choose their answer.
Sts do the exercise on P.125. T highlights the fact that they are to check only the predictions similar to those in the text. T conducts feedback by asking sts to explain the logic behind their answers.
Sts discuss the reasons why the new inventions in the text will make our lives better or worse. T divides the sts into four groups. Two groups discuss "virtual goggles". One discusses the reasons why they will make our lives better, and the other discusses why they will make our lives worse. The other two groups do the same for "smart mirrors". After sufficient discussion time, sts form 3 new groups, consisting of 4 individuals belonging to different groups in the previous step, to share what they have discussed in their original groups.
T writes some of the vocabulary on the board.T divides the class into two teams. Sts stand in two lines facing the board. T explains the game. After T explains a word, the st standing at the front of each team is to rush to the board and hit the word they think the teacher has explained. After that, the two sts go to to end of the line and other sts continue. The team that correctly guesses more words is the winner.