Both words will be on the WB with a brief definition to the side and covered with paper. I will separate the roots of pre (before) and diction (talking) and elicit the ss to come up with their definition based on making a statement about something before it happens. I will use a timeline with the examples of the Ottoman Empire in existence before 1923 and that 1923 (the creation of the nation of Turkey) was an important change (a turning point).

T will first pose the question, "How has technology changed our lives" T will introduce the video by asking the students, "Think about how technology has changed our lives and the turning points of that technology." After ss watch the video they will work in pairs to discuss then, WC CCQ for prediction and turning point, "Did the video show a turning point, how" (stopwatch effect) and "List one or two predictions" (Apple and phones, FB reaching 1 billion users . . .)

SS solo read 'Visions of the Future" SS work in pairs to discuss what the article was about in the context of predictions and turning points WC 1. Does the article mention a 'turning point' (yes) 2. What is at that turning point (science) 3. What was the prediction (we will move from being passive observers of nature to its active designers)

Using the OHP, T highlights 5B and asks ss to look at the underlined words to determine if the statement is certain (for sure) or possible (I don't know). T does #1 for example SS solo answer 2 - 5 listing either a c or p PW to check answers WC views answers on WB WC to clarify if needed

T uses guided discovery - example demos to help students grasp the grammar rules SS work solo to fill in the blanks on the HO PW to check answers WC views correct answers on WB (highlighted from software)

Using the OHP, T highlights the grammar section T refers to the exercise just completed T CCQ's by eliciting ss to turn my question in a statement using, will, be going to, may / might, likely to

Using the OHP, T does #1 for example SS solo complete # 2 - 10 on the HO SS pair check SS alternate from pairs to fill in the blanks on the WB T highlights (using the software program) the answers on the WB T clarifies as necessary

Using the OHP, T reads instructions and does # 1 for example SS are to use pairs of words in the box to change the incorrect sentence into a correct sentence SS work solo (receives the pairs of words from T to match with the sentences [one pair for each sentence]) SS pair check SS alternate to match pair words with sentences T highlights answers using software

Using OHP, T displays the reading and task portion of 6A T does #1 T elicits answer for #2 SS work solo to complete 3 - 10 (circle the correct letter that should be used in numbered portion of the article) SS pair check SS alternate to circle the correct letter on WB T highlights answers, checks for comprehension (all students got all right?)

SS discuss in pairs WC discussion

Using OHP, T highlights the topic words to be discussed SS are grouped in halves T monitors and supports as needed