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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
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