Cemre Ozkan Cemre Ozkan

Speaking lesson, Predictions on the future
Intermediate level

Description

In this lesson, students will have chance to practice the lexis they have acquired on the last class during the speaking activities. They will be familiar with future forms of making predictions and will practice it both in speaking and listening.

Materials

Abc VAs
Abc HO
Abc Audio

Main Aims

  • To provide fluency speaking practice in a conversation in the context of future predictions

Subsidiary Aims

  • To provide gist, specific information and detailed listening practice using a text about future predictions in the context of science and future

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Give the lexis of "utopia" and "dystopia". Elicit the meaning. Ask Ss which of the ideas from the previous class reading might come true in the future and which ones are dystopia or utopia for them. Ask why. Encourage them to add their personal opinions in GW. Write on WB the most interesting ones.

Exposure (13-15 minutes) • To provide a model of production expected in coming tasks through reading/listening

Exposure is consist of three step of exercises. Firstly, Ss will read Ray Kurzeweil's other five predictions and give their own opinions in PW. T monitors. Later, Ss listen other five people giving opinions on the predictions and fill their answers in the table, check the answers in GW. Lastly, Ss choose the correct answers according to what they have listened from their memory, then check the answers by listening the audio again. T gives the written answer key by projecting. Feedback if needed.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T projects the authentic material she prepared. One science-man (Stephen Hawking) and fortuneteller (Baba Vanga) have dialogues using TL. There is a graphic showing the possibility level. T asks Ss to put the expression that we use during making predictions in order according to their possibility level. Elicit some of the answers and model the task. Ss complete the rest of the graphic in PW. Elicit the answers by asking them to complete the graphic on WB.

Productive Task(s) (13-15 minutes) • To provide an opportunity to practice target productive skills

Use HOs of Tarot cards and their short explanations that has been prepared before the class as authentic material. Change the seats if needed, give the instructions. Model one example. Do Pw. Ask ICQ: How many cards will you turn? (3) Will you turn it on by one? (yes) How fortuneteller will tell the fortune? (from the keywords given) Can you ask more question for fortune teller? (yes) Change the roles. Ss might take notes. T monitors. Ask for what the predictions were.

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

T writes some errors she heard during the productive task, elicit the right form encouraging for peer teach. Elicit the new unknown vocabulary that might occur during the productive task.

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