Unit 18 Future trendsUnit 18 Future trends

ObjectivesObjectives

FocusFocus

Warm upWarm up

18.1 Making predictions18.1 Making predictions

18.2 Talking about the future18.2 Talking about the future

18.3 Changing the way we work18.3 Changing the way we work

Sum-upSum-up

AssignmentsAssignments

ObjectivesObjectives

When the learners finish learning this unit, they When the learners finish learning this unit, they should be able to should be able to

• express prediction of future trends express prediction of future trends

• express degree of certainty express degree of certainty

• "will" future for forecasts and predictions "will" future for forecasts and predictions

• identify the new concepts of the workplace identify the new concepts of the workplace

FocusFocus

• Make predictions about business trends Make predictions about business trends

• Reading graphs and making forecasts for the Reading graphs and making forecasts for the future future

Warm upWarm up

How could you talk about future of your company?How could you talk about future of your company?

How could you mention your future working plans?How could you mention your future working plans?

---- Make full use of “will” in these cases!---- Make full use of “will” in these cases!

18.1 Making predictions18.1 Making predictions

A. Presentation ---- introduce the use of “will” for A. Presentation ---- introduce the use of “will” for predictionspredictions

1. Pre-teach the concept of “inflation” and 1. Pre-teach the concept of “inflation” and “unemployment”, and then check that learners “unemployment”, and then check that learners understand it as the rate of price increase.understand it as the rate of price increase.

2. Explain the charts showing economic 2. Explain the charts showing economic predictions for this year and next year. Ask the predictions for this year and next year. Ask the learners to look at the graphs and match the learners to look at the graphs and match the topics to the symbols.topics to the symbols.

3. Ask learners to compare the information on the 3. Ask learners to compare the information on the charts.charts.

4. Learners compare their answers in pairs. Then 4. Learners compare their answers in pairs. Then play the recording to let them check their play the recording to let them check their answers. The recording gives the correct version answers. The recording gives the correct version of each statement, so the learners must listen of each statement, so the learners must listen very carefully.very carefully.

B. B. Language focus: "will“Language focus: "will“

1. Explain the forms in the language box. Point out 1. Explain the forms in the language box. Point out the position of the adverbs at the end of the the position of the adverbs at the end of the sentencesentence

2. Ask the learners to read the paragraph and 2. Ask the learners to read the paragraph and underline the correct tense.underline the correct tense.

C.C. Listening: an expert talking about economic Listening: an expert talking about economic indicatorsindicators

1. Check vocabulary items that learners might not 1. Check vocabulary items that learners might not know. know.

2. Play the recording and get learners to complete 2. Play the recording and get learners to complete the arrow section of the grid.the arrow section of the grid.

3. Learners compare their answers in pairs. Encourage 3. Learners compare their answers in pairs. Encourage them to say what they remember about the reasons that them to say what they remember about the reasons that were given.were given.

4.Play again the recording and ask learners to make notes 4.Play again the recording and ask learners to make notes on the reasons given for the forecasts this time.on the reasons given for the forecasts this time.

D. D. SpeakingSpeaking

It's an information-gap activity (To draw in the It's an information-gap activity (To draw in the missing information on the graph)missing information on the graph)

18.2 Talking about the future18.2 Talking about the future

A. VocabularyA. Vocabulary

1. Introduce the concept of "inflation" and 1. Introduce the concept of "inflation" and "unemployment“"unemployment“

2. Ask learners to look at the topics and match 2. Ask learners to look at the topics and match them to the pictures. No detailed explanation them to the pictures. No detailed explanation of the meaning of these items at this stage, as of the meaning of these items at this stage, as they will come in the reading and listening they will come in the reading and listening tasks.tasks.

Suggested answer:Suggested answer:

From top to bottom: housing costs food prices From top to bottom: housing costs food prices unemployment wages petrol pricesunemployment wages petrol prices

3. Ask learners to read the sentences and choose 3. Ask learners to read the sentences and choose which are correct. which are correct.

Suggested answer:Suggested answer: 1) T, 2) F, 3) T, 4) F, 5) F 1) T, 2) F, 3) T, 4) F, 5) F

B. B. Language focus and listening (expressing Language focus and listening (expressing degrees of certainty)degrees of certainty)

1. Draw the learners' attention to the different 1. Draw the learners' attention to the different degrees of certainty. degrees of certainty.

2. Let the learners write down their opinions about 2. Let the learners write down their opinions about the statements and then compare with a the statements and then compare with a partner. The teacher need to stress that partner. The teacher need to stress that learners should begin their sentences with the learners should begin their sentences with the phrases expressing certainty.phrases expressing certainty.

3. Play the recording: learners note the speakers’ 3. Play the recording: learners note the speakers’ opinions.opinions.

4. Find out how many learners agreed with the 4. Find out how many learners agreed with the opinions on the recording and the reasons opinions on the recording and the reasons given.given.

CC. Speaking . Speaking

Learners make their own predictions on the topics Learners make their own predictions on the topics given.given.

1. Check if the learners understand the topics 1. Check if the learners understand the topics given in the textbook.given in the textbook.

2. In pairs, learners choose five of the topics from 2. In pairs, learners choose five of the topics from the box and write some sentences. Encourage the box and write some sentences. Encourage them to give their reasons.them to give their reasons.

3. Ask learners to read out some of their 3. Ask learners to read out some of their sentences.sentences.

18.3 Changing the way we work18.3 Changing the way we work

A. DiscussionA. Discussion

1. Introduces the vocabulary associated with flexibl1. Introduces the vocabulary associated with flexible working places.e working places.

2. Ask learners to look at the pieces of equipment 2. Ask learners to look at the pieces of equipment and check they know what they are. and check they know what they are.

Use the form: Use the form: Have you got a …?Have you got a …? Or Or What do you What do you use it for?use it for?

To elicit the answer: I use it for ~ ing, or I need it to To elicit the answer: I use it for ~ ing, or I need it to …, etc.…, etc.

3. Suggest the possible uses for the equipment if t3. Suggest the possible uses for the equipment if they don’t have them at home.hey don’t have them at home.

BB. Reading. Reading

1. Pre-teach “commuting” and “telecommuting”.1. Pre-teach “commuting” and “telecommuting”.2. Learners brainstorm a few jobs they think could 2. Learners brainstorm a few jobs they think could

be done from home.be done from home.3. Predict the answers3. Predict the answers4. Learners read the article and compare the 4. Learners read the article and compare the

answers with their predictions.answers with their predictions.

Suggested answer:Suggested answer:

1) 11 million 1) 11 million

2) a. workers are more productive; it allows 2) a. workers are more productive; it allows companies to attact and keep workers companies to attact and keep workers

b. flexibility of where they work; able to be with b. flexibility of where they work; able to be with familyfamily

c. less pollutionc. less pollution

C.C. Listening Listening

People talk about their personal experiences of People talk about their personal experiences of telecommuting.telecommuting.

1. Play the recording and establish the man’s job 1. Play the recording and establish the man’s job and reasons for telecommuting.and reasons for telecommuting.

2. Do the same with other interviews.2. Do the same with other interviews.

Suggested answer:Suggested answer:

1. He’s a computer consultant. He spends a lot of 1. He’s a computer consultant. He spends a lot of time on the road.time on the road.

2) She works for an investment company. She had 2) She works for an investment company. She had a child.a child.

3) He works in the media relations company. It’s 3) He works in the media relations company. It’s more convenient and he can concentrate more convenient and he can concentrate better.better.

DD. Discussion. Discussion

To round up, learners should contribute their own To round up, learners should contribute their own opinions to what they have read and heard.opinions to what they have read and heard.

Sum-upSum-up

In this unit, the learners are trained the skills of In this unit, the learners are trained the skills of predicting and reading graphs about economic predicting and reading graphs about economic development.development.

AssignmentsAssignments

Look at the statements on page 105 and find out Look at the statements on page 105 and find out whether they agree or disagree; then discuss whether they agree or disagree; then discuss their opinions in pairs. their opinions in pairs.