Asli Asli

Predictions about the future
B1 level

Description

In this lesson the students will practice their speaking skills in the context of the future world. They will be given a task to make predictions about three things that will most likely happen in 2080. They will be provided with a task, in which they have to ask their peers' opinions about the written future predictions by using phrases of agreeing/disagreeing. At the end of the lesson they will be asked to create their imaginary worlds, talk about them and choose the most interesting one.

Materials

Watch?v=d68yrie9ovq?size=16&default=html Video
Www Photos (prediction)
Abc Speaking task 1
Abc Speaking task 2
1984 bigbrother Photo 1
Fdf8392eb0ff7e38262666c48850c0e3 Photo 2
S l1000 Photo 3
Latest?cb=20131213015612?size=16&default=html Photo 4
300px new harmony by f. bate (view of a community, as proposed by robert owen) printed 1838 Photo 5
Latest?cb=20131127175251?size=16&default=html Photo 6

Main Aims

  • By the end of the lesson, learners will be better able to talk about their opinions on the topic of future predictions and utopias

Subsidiary Aims

  • To provide the Ss with better understanding of functional language of agreeing/disagreeing

Procedure

Lead in (4-6 minutes) • To generate interest in the topic of future predictions

T will bring a cup of Turkish coffee to the class. CCQ 'What do we do with a cup of Turkish coffee?' and try to elicit fortune telling/predicting the future of a person's life. T gives some info about the video the Ss are going to watch. T will play a 2 minute video from 'Back to Future' and ask Ss to write the predictions that came true and discuss with peers.

Preparing to speak (10-12 minutes) • To provide ideas to speak about and provide learners with a model of the task

Before moving on to the task, T will show two visuals of what she thinks will come true and one that she thinks that won't happen in the future to introduce some vocab that will appear in the next task.Pyramid discussion:Sort Ss into pairs and give each pair a piece of paper to discuss and write three predictions about the future that will most likely happen. Next, they discuss with their groups and decide the top 3. T will write the things they agreed on and ask other groups whether they agree or disagree.

Useful language (3-4 minutes) • To provide language which learners may find useful for completing the speaking task

After T writes the groups' predictions she will highlight agree/disagree and some other ways to express and compare their ideas with one another.

Speaking task 1 (10-12 minutes) • For learners to practice their oral fluency related to the topic of future predictions

T will give instructions; Look at the predictions and find out whether your peers agree/disagree. They have to discuss why and fill the table with different names. If they don't understand the vocab they can ask their peers or T. ICQ; 'Will you talk to only one person?' Give them HO and ask them to stand up. Monitor and note down errors. FB from WC; ask which predictions they and their peers agreed with.

Speaking task 2 (14-16 minutes) • For learners to practice oral fluency in expressing their ideas about their utopias.

Tell Ss 'Now you are going to close your eyes and think of an imaginary world, where anything is possible...'Give them a minute to think about/imagine it. Sort the Ss into pairs. Ask them to walk around the classroom; there are sheets on the walls, which involve questions that are related to their utopias. The Ss have to think their imaginary worlds and explain it to their partner after reading each question. Demo with a student first. Sort them into groups, ask them to explain their utopias to one another and choose the most interesting ideas to create one imaginary world that they think is ideal. T writes the name of their worlds on the board as group names and sub-titles (ruler, architecture, species, technology and rules) ask each one to tell something about the world they created, write on board. Ss vote for the ideas they find interesting.

Error correction (2-3 minutes) • To provide language feedback based on task

Provide delayed error correction if there are some commonly made mistakes.

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