To provide clear information about future prediction using structures such as "will, be going to, may, could, be likely to" in the context of the technology
To provide reading for gist about vision of the future so that Ss are able to get connected with future prediction topic
Procedure (38-49 minutes)
- T has hung some pictures (mobile phone, MP3 Player, computer...) outside of the class in advance. - After usual chatting, T groups Ss into 3, and want them to choose a person, then T sends them out to find pictures as many as they can in 1 min. During that time, T writes a question on the board: "How has technology changed our lives in the past 100 years?" - When Ss come back, they discuss pictures in the light of the question, T nominates a student in each group to share their ideas. O/C F/B - T pre-teach "turning point, prediction, artificial intelligence" by showing the Jetsons picture and wants Ss make some predictions for future.
- H/O the photocopies to Ss - Directs Ss to text on the book part 5A (p.36), asks them to skim it and discuss what the program is about with partner. T monitors when they work and gets their O/C F/B - Related to the text, T emphasizes "certain" and "possible" terms while asking Ss to look at the exerccise 5B. T elicits the first and lets Ss decide the rest of the senteces whether they are certain or possible. Pair check. O/C F/B - T encourages Ss to complete the rules in 5C, check in pairs. T also shows the answers on the smartboard.
- T elicits the language structure by giving examples on the board: "Look at the black clouds, it is going to rain." "Her voice is so powerful, I am sure/ I hope/ I think, she will be famous in the future." "He will probably fail/ is probably going to fail in the exam, he hasn't studied well enough" "Jane is not here today, she may/ might be ill (perhaps, I don't know, I am not sure)" " Global warming could affect animals much more than now in the next twenty years." "Mary works very late, she is unlikely to come to the party with us." "We are likely to be hungry later!" -"Be likely to" may be not very common for Ss so T backchain drills it with an example sentence. -T tells Ss to have a quick look p.132 explanation part 3.2 and if it is possible, T asks Ss to give one example for each structure.
- T groups Ss 3 people, directs them to the exercise p. 133, 3.2 part 1. First, Ss work alone, then check their answers in their groups. T divides the board into 3 parts, and wants one student from each group to come to the board and write the answer. O/C F/B - T tells Ss to do ex. 2 (p. 133) together with their group. T elicits the activity, then T reflects the answers on the smartboard. - T tells Ss look at the Practice part 6A p. 36. T elitics the first example, do the second one too. Ss work alone, pair check, discuss the answers in O/C (if time is not allowed, T shows the answers via projector).
- There may not be enough time for production (if time allows) -T groups Ss and gives them topic cards like communication, cities, the environment... and whats them to think for a while and make some predictions related to the topics in 2 min. -then mingle Ss and let them share their ideas O/c F/B