Teaching Practice 8
To provide speaking accuracy in the context of technology and inventions past, present and future
To provide inference reading practice using a text about future predictions in the context of the role of technology in our lives
Procedure (39-51 minutes)
Welcome Ss. Ask them what their favorite piece of technology was when they were a child? Discuss in pairs for a minute. WGFB. Say to them that technology has changed over the years, so let's look at it from 30 years ago, when some of us of a certain age can still remember. Play the powerpoint slides on 1980s technology. I can engage with comments from Ss as I go through them, describing them in brief, drawing anecdotes as to who can remember the particular things. Final Questions to discuss: 1) - Are these inventions something to laugh at, or part of the technological evolution which got us to where we are today? 2) - Name a current piece of technology you think will become obsolete very soon? Maybe in future years we will be laughing at that? CCQ's for 'obsolete' Is it something from the past. Yes. Is something better out now. Yes. Has it’s time of use gone. Yes. Does it still work. Perhaps. Ss discuss in pairs for 3 minutes. WGFB.
I will play a video and Ss have to write down the 6 areas of life that predictions are made about for the future. Play twice. S works individually. Pair check. WGFB.
Reading for gist. Tell Ss they are now going to read about the same six inventions that might happen in the future. Ask them to match the headings and topics to the descriptions, tell them there is a gap fill in the title for them to write in. I will then hand it out. Ss read for gist individually. Then check in groups of three. Just to add a bit more detail I will play the movie clip from Elysium about the medi-pod, which is only 30 seconds in length. WGFB. Any words unfamiliar to the groups I can elicit on the board.
Reading for Detail. Tell Ss to decide which of the six predictions are most probable and to write number 1-6 next to them in the small boxes beside each. Number 1 is most probable, number 2 second etc. Tell them to work individually. Then, ask them to talk in their groups of three again and compare with each other. They should explain their opinions and try to agree on a final group consensus and a number order. WGFB. Ask which group came to an agreed order, and to defend their choices.
WGFB This is the moment for any clarification or eliciting required for any particular words or lexis correction. Point out the one or two different pieces of lexis they might not be familiar with for the next activity. Namely "Transporters" CCQ’s: Is it something we can do now. No. Maybe in the future. Yes. Will it send me somewhere. Yes. So is it fact or fiction. Fiction. and "Euthanasia." CCQ’s: Has someone died. Yes. Is it murder. No. Is it legal. Yes. Is it for the good of the person. Yes. Did the person consent. Yes.
Tell Ss they will be taking a survey of everyone in the class and getting a yes and no answer based on different statements. These will be a mixture of topics they have already discussed plus a few bonus ones that I assume these intermediate Ss will know. Ss will mingle and ask the statement to every student in the class and put a tick next to yes or no. WGFB We will quickly get an overview of which ones have the most yes's or no's, and if there is time, a few why's too. Error Correction - through monitoiring, I will elicit a few errors I heard during the activity.