Predictions about the future
By the end of the lesson, learners will be better able to talk about their opinions on the topic of future predictions and utopias
To provide the Ss with better understanding of functional language of agreeing/disagreeing
Procedure (43-53 minutes)
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.
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.
After T writes the groups' predictions she will highlight agree/disagree and some other ways to express and compare their ideas with one another.
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.
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.
Provide delayed error correction if there are some commonly made mistakes.