Many hands make light work!
READING SB pages 111-
Aims and Objectives To involve students in
- reading an article about life in the future
- scanning texts to locate information - reading for gist
To integrate reading with listening & speaking (exchanging opinions)
To present vocabulary and grammar in context
Vocabulary
living conditions, entertainment, education, fashion, interactive,
destination, dome, all year round, float, air lift, command, recognise, robotic dog, virtual reality, safety, wallpaper, bother
Task 1
• Ask: ‘How old will you be in 2013/2030?
etc.'
• Allow some students to answer. • Ask: ‘What will your life be like then?' /
‘Are you worried about the future?' / ‘What will life be like in a hundred years' time?'
• Allow several students to answer. • Assist with language or allow L1
depending on the level of your students.
• Divide students into groups of three or
four students.
• Explain the task.
• Elicit/revise the meaning of travelling,
technology, living conditions, entertainment, education & fashion.
• You can use the examples in the boxes
& give more ones so that students understand the meaning of the topics.
• Groups of students collect ideas to
describe life in the future for these categories.
• Encourage them to use dictionaries for
words they ask for.
• Groups report their ideas to the class.
Accept all ideas. Possible answers
Travelling: by helicopters, solar cars, space cars / buses etc.
Technology: talking robots, remote con- trols / voice instructions for all appli- ances, video conferencing, alternative sources of energy etc.
Living conditions: underwater flats, space cities etc.
Entertainment: virtual reality games / home cinemas etc.
Education: lessons through computers, electronic books / libraries etc.
Fashion:spacesuits, uniforms etc. Task 2
• Students read the article about life in
the future & check which of the six aspects are mentioned.
• Students say which of the ideas they
collected in Task 1 are mentioned in the article.
Answers
fashion (1), technology (1, 3, 4, 5, 6) travelling (2), living conditions (3, 4, 5, 6) entertainment (5)
Task 3
• Explain / elicit any words from the
headings students ask for (e.g. brain power:the power of the mind; be able to control things with your mind).
• Students put the headings in the
sections of the article.
• Explain that there are two extra
headings that they do not need to use.
• Check answers with the class. • Encourage students to justify their
answers. Answers 1. “Watch me” 2. No car? No problem 3. Future cities 4. Brain power 5. See them live! 6. Can you hear me?
Tiny cameras & Cheap Travelling are extra
Task 4
• Organise a class discussion on whether
teenagers' life will be better in the future.
• Ask some questions to guide students
(e.g. Will teenagers go to school? Will
they have parties / celebrations / exams? Do you think this will be better? etc.)
SPEAKING SB page 113 Aim & Objectives
To involve students inplaying a pantomime game
Vocabulary
noun, verb, article, adjective, adverb
• This is a game students will probably be
familiar with.
• Explain the rules of the game.
• Decide with students on a simple code,
e.g. how they're going to show if the word is a noun, verb, article etc.
• Divide the class into two groups.
• Each group makes a list with films /
books which are about the future.
• The Word Bank can help them. • Students play the game. They change
roles & play it again.
Films / books about the future: Honey, I Shrunk The Kids!
Star Trek: The Next Generation Alien
2001: A Space Odyssey Star Wars
The Empire Strikes Back Blade Runner A Clockwork Orange The Matrix 12 Monkeys Mad Max Waterworld Nineteen Eighty-Four Brave New World etc.
VOCABULARY LINK SB page 113
Task 1
• Divide students into groups of four. • Explain the task.
• Encourage students, first, to use the
context to understand the meaning of the words & then use dictionaries if they have to.
Answers
destination:the place you are going to dome:round roof
air lift: a device that carries people / things up or down
command:order, instruction crowded:full of people
wallpaper:paper that is used for
covering and decorating the walls of rooms. Guessing words from context
Task 2
• Encourage students to find the words in
the texts & use the context to match them with their meaning.
• Explain / elicit words from the
definitions students need (e.g. direct communication: talk with someone face-to-face; annoy: make someone fairly angry or impatient).
Answers
1.d 2. a 3. g 4. h 5. e 6. b 7. f 8. c WB Tasks 3-5, pp. 104-105
Task 3
• Students find what star sign they are.
Task 4
• Play the CD.
• Students listen, repeat & mark the
stress on the names of the star signs. Answers a. Aries b. Taurus c. Gemini d. Cancer e. Leo f. Virgo g. Libra h. Scorpio i. Sagittarius j. Capricorn k. Aquarius l. Pisces Tapescript
Listen to the star signs and repeat. Mark the stress ( ) on each word.
a. Aries e. Leo i. Sagittarius b. Taurus f. Virgo j. Capricorn c. Gemini g. Libra k. Aquarius d. Cancer h. Scorpio l.Pisces
Introduction: Vocabulary Link Section WB Task 2, p. 104
CULTURE CORNER SB page 113
• Go through the information about the
Chinese horoscope with the class & check for any difficulties.
• If there is access to the Internet,
students can find what sign they are in the Chinese horoscope according to the year they were born.
• Some useful sites are:
http://www.tuvy.com/entertainment/ chinese_horoscope.htm http://www.travelchinaguide.com/intro/ social_customs/zodiac/ http://www.chiff.com/home_life/holiday/ chinese-zodiac.htm [last accessed 17/07/2007]
• Otherwise, students can find the
information they need in books.
• You can assign this task as homework.
WB Task 1, p. 103
GRAMMAR LINK SB page 114
Task 1
• Students can work in pairs. • They can refer to the Grammar
Appendix, pp. 173-174 if they need help.
Answers: will + + verb?
+ won't / will not + verb WB Tasks 6 & 7 pp. 105-106 Task 2
•Students work in pairs ( 3 min or more).
Horoscope
• Students cooperate & write predictions
about teenagers' life in the future.
• Explain that they should use the Future
Simple in the positive and / or in the negative.
• When time is up, pairs share their ideas
with the rest of the class.
• Students can decide on the ten / five
etc. most popular ideas. You can collect these on the board.
Task 3
• You can have a class discussion about
which predictions are positive or negative & why.
• Encourage students to give reasons for
their opinion (e.g. ‘Teenagers won't live
with their parents': I think that this is nega- tive because teenagers won't feel safe' etc.)
WB Tasks 8 &9, pp. 106-107 SPEAKING
SB page 114
Aim & Objectives
To involve students inparallel use of L1 & L2
To integratespeaking with reading & listening
To providepractice in using future tenses to talk about arrangements & predictions Vocabulary & structures
- the Present Continuous to talk about future arrangements
- ‘be going to' to talk about future plans and intentions
- Future Simple to make predictions
• Divide students into As & Bs.
• Students A look at p. 150 and Students
B at p. 153 in the Speaking Appendix.
• Go through the ‘Tip' box with the class
& check for any difficulties.
• Explain that they shouldn’t translate but
use their own words.
• Give students some time to prepare. Go
round the class and assist when necessary.
• When students finish, you can ask them
if they think that what their partner told them will come true.
WRITING SB page 114 Aims and Objectives To involve students in
- writing a horoscope for a famous person - process writing & peer feedback To integrate writing with speaking and listening
Vocabulary & structures
Personal life, career, family and friends, money
Future simple to make predictions Task 1
• Go through the instructions for the task
& explain.
• When students finish, ask them to
exchange their texts with their partners & edit each other's work.
Task 2
• Students get in small groups & prepare
a horoscope page for an English magazine.
• They can do that on the computer. • The IT teacher can help them.
WB Task 10, p. 108 homework SELF-ASSESSMENT pp. 115-116 Introduction: Self-assessment Mediation Task