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Unit 3 In the future

Using the simple present tense to express thoughs

e.g. I think that people will, but the cars won’t use petrol.

Using the future tense to talk about future events

e.g. Perhaps there will be no air pollution.

Using formulaic expressions to show disagreement.

e.g. I don’t think so.

Language skills:

Listening

Recognize differences in the use of intonation in questions, statements (including approval and disapproval)

Identify details that support a main idea.

Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression.

Speaking

Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings

Use gestures and facial expression to convey meaning and intention

Maintain an interaction by agreeing or disagreeing

Reading

Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression.

Recognize recurrent patterns in language structure

Materials:

Student’s Book 7B page 56

Cassette 7B and a cassette player

Workbook 7B page 29

Preparation:

Cue the cassette.

Pre-task preparation

Language learning activity

(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.

1. Write the following expressions on the board: I think so. / I don’t think so. /I hope not. Tell students that these are formulaic expressions for talking about one’s opinions. Make sure students can distinguish their meanings and usage.

2. Play the recording: Look and read. Students listen and follow in their books.

3. Play the recording again. Students listen and repeat.

4. Students work in groups of five and read the conversation aloud.

5. Invite a few groups to come out and role-play the conversation in class.

Consolidation

Grammar Practice Book 7B page 48

Workbook page 29

2

Language focus:

Using the future tense to talk about future events

e.g. Pehaps people will able to …

Using formulaic expressions to show agreement/disagreement

e.g. I think so. / I don’t think so.

Language skills:

Listening

Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately

Speaking

Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.

Use gestures and facial expression to convey meaning and intention.

Open an interaction by eliciting a response.

Maintain an interaction by agreeing or disagreeing

Reading

Re-read to establish and confirm meaning

Writing

Gather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewing

Develop written texts by expressing ideas and feeling

Revise and edit drafts by sharing work with teachers and classmates and responding positively to their suggestions on ideas and use of language

Materials:

Student’s Book 7B page 57

Workbook 7B page 30

Photocopiable pages 50 and 51

Preparation:

Cue the cassette. Make a copy of Photocopiable pages 50 and 51 for each student.

Pre-task preparation

Review: perhaps and the different ways of expressing opinions which have been taught on the previous page.

Ask: Do you think it will rain tomorrow? To elicit: I think so. / I don’t think so. / I hope not.

Post-task activity

Workbook page 30

Consolidation

Grammar Practice Book 7B pages 49 and 50

3

Language focus:

Using prepositional phrases to indicate future time reference

e.g. What do you think may happen in twenty years’ time?

Using the simple present tense to express thoughts

e.g. I think that my mum will become a grandmother.

Language skills:

Listening

Listen for specific information

Predict the likely development of a topic by recognizing key words, and making use of context and knowledge of the world

Speaking

Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings

Use gestures and facial expression to convey meaning and intention.

Reading

Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression

Writing

Develop written texts by expressing ideas and feelings

Materials:

Student’s Book 7B page 58

Cassette 7B and a cassette player

Workbook 7B pages 52 and 53

A cardboard box

Preparation:

Cue the cassette. Bring a cardboard box to class. Make a copy of Photocopiable page 52 for each student. Make a copy of Photocopiable page 53 for each group.

Pre-task preparation

1. Review the prepositional phrase: ‘in____ years’ time’ with students. Remind them that this phrase is used to indicate future time reference. Give them an example to refresh their memory: The bell will ring in ten minutes’ time, i.e. The bell will ring after ten minutes.

2. Write: think, hope on the board. Tell students that we can use these two verbs to express personal opinions

e.g. I think/hope …

3. Play the recording: Read, write and make. Students listen and follow in their books.

Consolidation

Grammar Practice Book 7B page 51

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