Time travellers ‘Aims To give students the opportunity to work in a group to prepare and deliver a presentation Time 15 minutes Materials 1 handout for each group of three students ‘+ Divide the class into groups of three. Give each group a copy of the handout and read the task and questions ‘+ Allow students time in their group to discuss and make notes. Con their answers to the questions. Encourage them to be as original and imaginative as possible. ‘+ Each group presents their ideas to the class, When all the presentations have been given, get some feedback on which future world they thought sounded the mast /least ‘appealing to lve in and the reasons for their choices.You have just retumed from travelling 500 years into the future! You are going to tell your classmates what life will be like then. Use the questions below to prepare what you are going to tell them. How will people look different ) from now? What clothes will people wear? How will the landscape be different? How will people travel around? What will peaple’s homes look like? What will people eat and drink? How will people spend their free time and holidays?SMCs e bestest bars) future possibility The Multiplex Centre Target language: future possibility Activity type: roleplay When to use: Use this activity after Lesson 3.3. Time taken: 30 minutes Photocopy and cut up one worksheet for each student in the class. Prepar Procedure Give each student a copy of the top part of the worksheet and ask them to read through the text, referring to the map where necessary. Put students into groups of four, and give a different role card to each student. If you have ‘odd numbers, some groups can be made up of five students and two students can have the same role card. Allow students time to read through their information and check they understand. Explain that they are going to discuss the proposal for the Multiplex Centre, from the point of view of their role, Give them time to think about their arguments and encourage them to add any more arguments they think are relevant. While they are doing the roleplay, go around the class monitoring the activity and making a note of any mistakes they make. When they have finished, have a class vote about the proposal. Tell students to imagine they really lve in the area and to vote according to their real point of view.The Multiplex Centre A recent proposal has been made by a group of businessmen to build a Multiplex Centre in the residential area of Little Hortunn. The centre will have a ten-screen cinema, restaurants, shops, a bowling alley and a nightclub in the basement, and it will be situated where Hortunn park is currently located. The businessmen have also considered buying the library and the community centre, knocking them, down and using this land too. Local residents have mixed feelings about these plans and a meeting has been called in the Community Centre to discuss the advantages and disadvantages of the proposed multiplex centre. b Paul/Paula Jones ~ 19-year-old student a Sam Brown ~businessman/woman You are one of the associates who want to build You really like the idea of the Multiplex Centre as the Multiplex Centre. You must try to convince the others that it will certainly increase house prices in the area and that it will definitely provide entertainment for the local residents. Some local residents will probably also be able to get jobs you tive in this residential area with your parents and you think its really boring. You think that all the facilities will definitely be really good fun. You will certainly go to the cinema once a week and you'll probably go to the club quite often as the centre and there might also be opportunities you'll be able to walk home afterwards instead of for locals to open businesses within the centre. It getting a taxi. You think you might be able to get a definitely won't cause problems of parking or noise | Saturday job in one of the shops, which would give because there will be a car park on the top floor you a bit of extra money because as a student you. and the building will be sound-proofed. are quite poor. You think it will probably make the area more fashionable and that it will attract more : {interesting people to the area. ¢ Edward/Edwina Bowles - Pensioner d__ John/Jean Siles — Police officer You are a pensioner who has lived in this area for You are in your 4os, a police officer and parent some time and you really don’t like the idea ofthe 1 of two teenage children. You have a lot of doubts, ‘Multiplex Centre. You think it will definitely make about the Multiplex Centre as you think that it the area noisier and there will certainly be more definitely won't be a good thing for your children. traffic. At the moment you enjoy peaceful walks in | You've seen in other areas how children tend to Hortunn Park and in the future you definitely won't! spend all day in these places and you think that it be able to do this. You think that the business might stop your children from studying. You also associates who are building the multiplex might believe that it might attract other, not very well also buy the Community centre and the local behaved, teenagers to the area and this could be library where you often go during the day to read a bad influence on your kids. The club might also and do other activities that are organised there. bring problems of people making noise in the Furthermore, you think you probably won't use any 1 streets at 2 or 3 a.m. On the other hand, you think of the facilities and therefore it will have no use at it will probably increase house prices, which you all for you. would be happy about.will and going to Type of activity ‘Small group; matching; accuracy Grammar point Intentions and predictions with will and going to ‘we can use coll and going 70 for intentions and predictions, but there are differences in their use Intentions F ~ wwe use cell for an intention that is formed at the moment of speaking: Lats have a party! ~ Good idea. PU phone everyone tonight. — wwe use going to for an intention that has already been formed: I'm going to go to the party tonight. (I made my mind ‘up a while ago) Predictions ~ wwe use will for predictions that we think or believe to be true: ‘Man will live on the moon in the next 100 years. ~ we use going to for something that we think is about to happen, usually when there is visible evidence: Watch out! You've going to falloff that ladder! Other structures None Topic areas Plans, predictions 1 There are two sets of cards: MCYURE CARDS and, SPEECH BUBBLE CARDS, There is also an ANSWER KEY. 2 Deal our all the PICTURE. and SPE#CH BUBBLE CARDS: to all players 3 Pur the answer Key face down. Use it to check your sentences at the end. 4 You may look at your cards. 5 Player I begins. Put a PICTCRE CARD from your hhand on the table, saying the sentence on the card (if there is one). Miss a go if you do not have a PICTURE CARD. 6 Ifany player has a suitable SPEECH RUBBLE CARD to ‘complete the cartoon, place it on the table with the PICTURE CARD, saying the phrase in the bubble 7 Place the two cards together to make the cartoon at ‘one side of the table. 8 The first player to get rid of all their cards is the winner, but continue the game until all the cards are paired up. 9 At the end check your answers with the ANSWER KEY. Materials and preparation + Copy an cut up all the PICTURE CARDS and all the SPHECH BLNHLE CARDS for each group of 3-4 students If you wish you can divide these into mTENTIONS and vanbictioss. You could use the INTENTIONS set t0 play ‘wth fst, before using the PREDICTIONS set. Or you could mix the rv sets up and play with both together. You might lke to make an uncut copy of both sets of cards foreach group to serve as an ANSWER KEY How to use the game [nus er + Check that your students ate familiar with the grammar in the Grammar point. Pre-teach any other words from the game you think will be unfamiliar o your class. + Divide the class into groups of 3-4 students. Give each group a set of PICTURE CARDS, a set of SPERCHT NUBNLE CARDS and an ANSWER KEY [Ask the students to deal out all the cards. + They should keep the ANSWER KEY face down to check their sentences at the end. ‘+ They may look at their cards. ‘The first player takes a PICTURE CARD from his hand ‘and places it on the table where all can see it saying the sentence on the picture if there is one. If the player does not have a PICTURE CARD, the turn passes to the next player. If any player has a suitable SPEECH BUBBLE CARD to complete the cartoon, he or she should put it on the table with the PICTURE CARD, saying the phrase in the bubble. The two cards may then be placed together to make the cartoon at one side of the table. ‘Then ic is the next player's turn to put down a card from his hand. ‘The object of the game is to get rid of all your cards. ‘The first player to do so is the winner, but the game should continue until all the PICTURE and SPEECH [BUMBLE CARDS are paired up. ‘Acthe end, groups should look at the completed, cartoons and discuss whether the best speech bubbles have been matched to the pictures. They may want to make some changes. Then they can check their answers with the key Monitoring and feedback Check to see if any students do not understand why the answer Key is different from what they have produced. In such cases, you can explain why the answer key is correct.PREDICTIONS PICTURE CARDS (continued) .. you're going to have twins.Predict your future ACTIVITY ‘Whole class: speaking, writing AIM ‘To ask and answer questions about the future and to write a group poster. GRAMMAR AND FUNCTIONS ‘Making predictions: cerainy, probability, possibilty ‘certain: fi sure Iwill, 1 definitely won't probable: [probably will won't possible: might VOCABULARY Everyday activities PREPARATION Make one copy of the worksheet for each group of up to 12 students and cut them into cards as indicated. TIME 30 to 40 minutes PROCEDURE 11 Af there are more than 12 students i the class, divide them into groups, 2. Give one card to each student in the clas and tell them that they are going to ask and answer questions about the future. Explain that each student is responsible for finding ‘out the information on theie own card by speaking to ‘everybody in the class or group. 3 efore they start the activity, make sure everybody knows hhow to ask the question they need to ask in order to find ‘out the information on their card Write these headings on the boar: Tm sure Iwill probably will Tight probably won't definitely won't and elicit questions and answers: Student A: Do you think you'l move house in the next five years? Student B: (choosing one ofthe possible answers) No, I ‘probably won't Pura tick next to I probably won't Student B: Do you think you'l get fiter before your next binthday? Student A: might. uta tick next to J might. 4 Now ask the students to go round the ckss or group, asking and answering questions and putting a tick for each answer in the relevant column on their card. 5. When they have spoken to everybody inthe class or group, ‘ask them to work with two or thrce other students in their ‘group and to write some of the information they have gathered on a poster. For example: Jn our group ‘Nobody thinks they will move house in the next five yeas. ' Only one person thinks they will get fter beforé their ext birthday,In the next five years... move house travel to a different continent Before your next birthday... get fitter take an exam In the next ten years... have children learn a new si In the next six months... throw a party paint a picture This week... give somebody flowers go to the theatre Today... work hard write a letter In your life... become famous teach somebody your language This year... travel by air make a speech This month... go on holiday win a lottery In the next few days. go to a restaurant make new friends Before you die... live in a foreign country write a book Tomorrow. get up early feel ill © © © @ © « © 4 i © © Tmsure | I probably | Imight | | probably 1 defnicely twill will won't | won't sure | Imight | i probably 1 defnicely I wil won't | won't Vim sure | [probably | Imight | I probably | I definicely Twi | wall won't | won't | fmsure | probably | Imighe | I probably | definicely Twi will ‘wont | won't Fovsure” | I probably | imight | I probably | I defnicey [twill wil wor't | won't tim sure | Iprobably | Imight | | probably | | definitely twill wll won't | won't | Yim sure | I probably | imighe | Iprobably | I definitely | twat wil wont | wont | Tm sure | Iprobably | Imight | Iprobably | definitely | val wl ‘won't | won't iimsure | Iprobably | Imighe | | probably. | 1 definicely twill will wor't” | won't 1 Tmsure | Iprobably | {might | | probably || definitely Tal wil won't |_ won't Tmsure | Iprobably | Tmighe | I probably || definitely Iwill will “wor't | won't msure | Uprobably | I might | tprobably | 1 definitely {wil wil wor'e | won'tAre you an optimist? Aim To give students practice at talking about probability in the future in the context of a questionnaire to discover who in the class is the most optimistic about the future Materials (One worksheet per student Time 20 minutes + Preparation Copy the worksheet Procedure 1 Ask students to vote on who they think is the most optimistic person in the class. 2 Hand out the worksheet. For each of the sentences, students circle the degree of probability that most corresponds to their opinion {for example, in sentence 4, if they are pessimistic about their English they might circle improbable}. Give them about five minutes to do this. 3 Put students into pairs. They should compare their answers using the language they learnt in the lesson in the Students’ Book to talk about probability (may, might, could, I’m sure that .... | expect that 1 think that ..., | doubt if... and | don’t think that ..). They should give 2 reason for each of their answers, for example: ! don't think I'l ever make a lot of money, because I'd have to win the lottery and that's not very probable. Allow ten to twelve minutes. 4 Students exchange their completed questionnaires with their partner and, using the scoring system at the bottom of the worksheet, add up their partner's score. 5 At the end, see if students guessed correctly the most optimistic person in the class. The maximum score is 50, and the higher the ‘score, the more optimistic the person.How optimistic are you? Do this questionnaire to find out. For each sentence, circle the word(s) which best reflect your opinion. certain almost sure probable improbable almost impossible certain almost sure probable improbable almost impossible certain almost sure probable improbable almost impossible certain almost sure probable improbable almost impossible | certain almost sure "certain almost sure probable improbable almost impossi certain almost sure probable improbable almost impossible | certain almost sure probable improbable —_almost impossible probable improbable almost impossible certain almost sureHoroscopes Language Focus * using will for predictions Materials * copy of the repromaster on page 79 for each student Procedure 1 Students work in pairs or small groups. 2 Each pair or group writes short horoscopes with predictions for the next weekend/holiday, for all the signs of the Zodiac. Students can write predictions about health, money, family and friends, free time and travel. 3 Pairs or groups display their horoscopes on the classroom wall. 4 Working individually, students go around the classroom, reading the predictions for their signs. Students write notes about the predictions in their notebooks. 5 After the weekend/holiday, students re-read their notes about the predictions. 6 Students work in pairs or small groups. Students say which predictions were true, and which were not true. 7 Ask students to vote for the most accurate horoscope in the class.Aquarius Pisces Aries 21 January - 18 February 19 February - 20 March 21 March - 20 April Taurus Gemini Cancer 21 April - 21 May 22 May - 21 June 22 June - 22 July = Smad Leo Virgo Libra 23 July - 23 August 24 August - 23 September 24 September - 23 October Scorpio Sagittarius Capricorn 24 October - 22 November 23 November - 21 December 22 December - 20 JanuaryYOUR LIFE’S IN YOUR HANDS To practise talking about future ~ events pec ‘ature tenses: wil / going to Reading, speaking, waiting (Extension activity) rs ‘Use after Classbook Unit 09; also revises Unit 18 (future forms) 1 2 Ceci ‘One copy of the worksheet per student 3 4 5 6 Pre-activity (s minutes) ‘Write the following words one by one on the board. Ask the students to guess what copic links them (predicting the future). brands cards stars balls tea leaves Check the vocabulary for each, eg. hands: palm reading, cards: playing cards (n.), sare sar or birth signs, balls: crystal ball, ta leaves: fortune. Elicie any ocher ways of predicting the fucure. Ask the scudents whether they believe ic is possible co tell che Furure and if they have artempted any of the ways mentioned. Procedure (25 minutes) Give each scudent a copy of the worksheet. ‘The students label the hand diagram with the names of the parts of the hand in the box. Check the answers with che whole class. Answers. ‘The students read che six short texts and march each cext to the lines drawn on the hand, writing the relevant numbers next to che texts. Answers TE 2F 30 48 5A 6C Focus on the language used in’the cexts. Elicie che future renses and theie differenc uses. Divide che class into pairs. The students look at each other's palms and “predice’ fucure for their partner. (If any students prefer not co read each other's Furure (e.g. for religious reasons), chey can look atand ineerpret cheir own palm lines, or observe other students.) Peedback as 2 class Extension activity ‘The students write a paragraph describing what the lines on their / theic partner's hand indicateYOUR LIFE’S IN YOUR HANDS Vocabulary box z palm thumb forefinger 2 ring finger middle finger L little finger The life line is the longest line nearest 4 [_] the fingers. It tells you if you're going to have a long or a short life. 2 The little lines crossing the life line, nearest the forefinger, tell you how many children you will have. 3 Your career line lies between your life line and your partner's life line. A sO successful career is indicated by a long straight line. A line with many breaks indicates a life with many job changes. 60 The love line lies just to the right of the fortune line. A long love line means a life that is going to be full of love. The number of short lines crossing this line tell you how many great loves you will have in your lifetime. The fortune line runs across the base of the thumb. The more little lines that cross the fortune line, the richer you will be. Your partner's life line is the faint line between your love line and your career line. The thicker the line, the closer you are to finding your perfect partner. If there's no line, don't worry; it just means you haven't found that person yet. When you find a partner, the line appears.WHAT’S IN STORE? ‘Vocabulary of horoscopes; language of certainty and uncertainty: be sure to, be possible that, etc; adjectives of personality: adventurous, romantic, etc. Speaking, reading, writing (Extension activity) eens Use after Speculating about the future in Classbook Unit 18 Prins z ‘One copy of the worksheet per student Answers (stage 2) {sure to 2 going to come 3 might well be 4 will defoitey 5 might well change Syou won't 7 are certain 8 possibilty {ls possible that 10 should go Answers (stage 3) Certainty: going to come, sure to, are ‘certain, you won't, wil deftly Uncertainty: might wel change, possibilty, might weil be, is possible thot, should go Answers (stage 4) Water: scorpio, Cancer, Pisces ‘éventurous, shorttempered, dificult Alt: Aquorius, Libra, Gemini ‘emantc, dreamy, absent-minded Earth: Virgo, Copricorn, Taurus / eccident prone, motivated, bolanced Fire: aries, eo, sagitars / entitious, od with money, business ‘minded Pre-activity (10 minutes) + Writ che following 12 personalicy characteristics on the board. Check thatthe students understand what che words mean. ambitious ood cts money businessminded adventurous shore tempered dificult romarse dreamy absent-minded acideneprone motivated balanced + Ask fora show of hands for who reads their horoscope in newspapers / ‘magazines. Elicit che 12 sear signs from che students (Ares, Taurus, Gemini, Cancer. Leo, Vtgo, Libra, Scorpio, Sagitarius, Capricorn, ‘Aquarius, Pisces Ask if they know any characteristics associated wich each of them. + In pairs, he students decide quickly which one characteristic from the list on the board they think goes bese wich each star sign. Feedback as a class and write some of their suggestions on the board (it does not matter if che seudents disagree), + Ask the students if they know cheie own sign, and whether they agree / disagree wich the suggested characteristics. Ask if they have ever done / ‘noc done something because of whar their horoscope said. Procedure (20 minutes) 1. Give each seudenca copy of the worksheet. 2 The srudents read che horoscopes and complete che gaps with the appropriate uruze expressions from the vocabulary box. Check the answers with che whole lass. 3. Write these two headings on che board: Certainty Uncertainty. The students classi che expressions from the Vocabulary box under the ‘wo headings. 4 Focus on the four star groups in the chart: Water, Air, Earth, Fire. Blicie the appropriate group of three star signs for each of these groups in the chart based on students’ own knowledge. Check answers, Then they use paragraphs A ro D ro fill in che three characteristics associated wich those star signs from the lt on the right. Feedback as a class. Check answers. (Compare with the Pre-activity if you did ic) Extension activity + In pairs, che scudents refer back ro the lists they made under Certainty and Uncertainay. Using the reading texts as a model, they choose two expressions fom each lise and wrice a horoscope including che Future expressions chey chose. Collect che horoscopes, mix them up, and dliscribuce chem again to differenc students (ie. not co the people who \wrote them). The students then read their new horoscope for the coming week to the class.WHAT'S IN STORE? Vocabulary box going to come is possible that might well change you won't should go There's no doubt that this week is 1 Dring excitement on the romance front. The stranger of your dreams is 2 along and sweep ‘you off your feet. You'll probably go somewhere wild and romantic. Don't be afraid of love at fist sight. You $ tempted to slip into @ dream world and let things slide, But stayin control and the relationship ‘ succeed. Work is not going well at the moment, and problems with your boss may arise, but things 5 this week. Definitely accept new offers of work and new challenges that come your way. You won't be sony. And §______ have any money worries, as a windfall is coming to you later in the week when you most need it. possibility _might well be will definitely sure to are certain PEs Past travels 7 to feature in your life this week. This is likely to come in the form of a visit. It won't be easy to entertain an old friend but be patient as he / she may bring some new information. Beware, though ~ a brush with the law is a oT early in the week. It won't be easy to get out of the situation, Dut it's a good idea to stay calm. Ie you could have an accident of some kind this week, and it could be with a vehicle, so take extra care of ‘yourself. By the weekend all will be safe, however, and you 1 out and have a good time. If you are taking cexams this week, there's a good chance you will do well. You won't be distracted from your goal. Work, love, and feiendship are all going well. Star groups Star signs Characteristics Scorpio a i Cancer water Virgo ‘ 4 Pisces Capricorn Taurus Ww Libra x Gemini motivate’ dreamy ered businessé goto A ambitious at d e ¥G Ye a6 Sagittarius jResource 5A Language practised: reading, listening and speaking Time: about 20-30 minutes You will need one photocopy for each student. © Briefly review the topic and language for the environment on pages 36 and 37 of the Students’ Book. '* Hand out Resource SA to each student. Read the instructions with the class and check students know what todo. ‘© Give students five to ten minutes to read through the ten statements and to indicate their opinions. ‘Monitor to make sure they are doing this correctly. ‘Make groups of four. Students discuss their opinions, taking each statement in tur. Elicit a few ideas to start to check that students are using language of, prediction appropriately, e.g. ! don't think man will ever be able to fy like a bird because.../! think man will bbe able to fly like a bird in ten years time. ‘© Elicit feedback from the groups. Focus on the statements there was most disagreement about if you do not have time to discuss them all.Read the predictions. Notice when they were made. Are they true now or not? Will they be true in the future or not? What do you think? Put ticks or crosses in the boxes to show your opinion. Prediction True (7) / False (x) Now Future Man will be able to fly like a bird. (year: 46) ‘Some species are going to disappear if we don't try and protect their habitats. (year: 1790) The motorcar will take the place of the train and make the air in our cities cleaner to breathe. (year: 1900) People will live on the moon before the year 2000. (year: 1910) Nuclear power is going to change the way we live and make the world a cleaner place. (year: 1955) The rainforests are going to be destroyed in ten years (year: 1974) Planes are going to carry more people and become more energy efficient within 10 years. (year: 1992) Biofuels will reduce our carbon footprint. (year: 2007) Only low energy light bulbs will be available from next year. (year: 2009) 10 Households will recycle 90% of their rubbish by 2015. (year: 2010) Now discuss your opinions in groups of four.Resource 12C Language practised: listening and speaking Time: about 20 - 30 minutes You will need one photocopy for each student, '* Review the topic and language about the future on pages 96 and 97 of the Students’ Book. ‘* Hand out Resource 12C to each student. Read the instructions with the class and check students know what to do. Draw their attention to the Useful Phrases. ‘© Give students about five minutes to read through the six statements and to choose which four they agree with. Monitor to make sure they are doing this correctly. '* Make groups of four. Students take turns to say which four they chose and why. Then they discuss their opinions and choices as a group. '* Elicit feedback from the groups. Focus on the statements that most students chose and ask for their reasons why.1. Read the predictions and choose the four you agree with the most. In forty years: Robots will carry out most operations in hospital. Computers will be as intelligent as human beings. Man will be living in colonies on Mars and on the Moon. ‘There won't be any paper books. People will use electronic books. Everyone will speak the same language. aur ene Many large animals, for example tigers, elephants and whales, will be extinct. 2. Now get into groups and discuss your answers. Then report back to your class with the prediction you most agree with. Use the Useful Phrases in the box to help you. Eni In my opinion robots / computers / man wor't will... because ... | don’t think that it will be possible to .. honestly feel that books / languages won't disappear because ... can't agree that ... Itwould be terrible if... What do you think? We think that prediction number... is the most probable.INVENTIONS Materials: One worksheet per pair of students Write the following inventions on the board: the internet, washing machines, microwave ovens, cloning, nanotechnology and hold a brief discussion on how each one has changed our lives. ‘Ask Ss what inventions they would lke to see in the future Arrange Ss into pairs and distribute a worksheet to each pair Explain that they now have the chance to invent something forthe future, which they will then present to the class. Give ‘Ss enough time to discuss a name for their invention, produce 1 simple sketch (they could omit ths if they don’t want to draw), make notes to answer the questions and add any other details Monitor and help with ideas where necessary. Encourage Ss to be creative, but if they are having difficulty you could suggest, some ideas (e.g. fingerprint credit cards, exercise pil, virtual reality fms, etc) When they are ready, ask each pair to present their invention to the class. The other Ss then vote for their favourite invention TEACHER'S NOTES| Name of invention L | What your invention looks like: What will your invention do? How is it going to transform the way we live? —_ Is it likely to be popular for everybody, or will it be a luxury product? Which current inventions could it be more popular than? Other details15 Future questionnaire ‘This is a discussion activity for groups of three to five students, based on a questionnaire about the future, Method 1 Copy and cut up the ABC cards on page 44 - one set of A, B, C for each student. Also copy and cut up the cards on pages 45 and 46 - one set for each group. 2. Divide the class into groups. Give each group a set of question cards which are shuffled and placed face down on the table in front of them. Also give each student a set of ABC cards. 3. One student starts by picking up the top card and reading it out with the three choices ~ A, B and C. (It can be read out more than once, if necessary.) Now every person lays down a card. (A, B or C) to indicate their opinion, They then hhave a discussion about the topic on the card. 4 Seta time-limit (e.g. 15-20 minutes), then stop everyone, whether they have gone thrqugh all the cards or not. 5 Ask each group to say which topic they thought gave the most discussion.2 . . 2 2 aq qaqadq VV V vvYour friends By 2050 your closest friend will be ‘A someone you met on the Internet. B an artificial personality you made on your computer. C areal person. Computers By 2050 computers will have changed the human race A hardly at all. B considerably; we'll have become much more isolated from each other. C totally; humans will be almost a different species. Missing talent By 2050 which of these abilities will we rarely have any use for? A handwriting (we'll all use keyboards). B talking foreign languages (we'll all have translators). C cooking (we'll all use pre-prepared meats). Terrorism By 2050 terrorism will have A increased ~ we'll have terrorists with nuclear weapons within ten years. B decreased - it will be defeated by international co-operation. C stayed the same. Genetic engineering By 2050 genetic engineering will ‘A. be thought of as unnatural and we won't use it. B enable us all to go shopping for children with any characteristic we like; it wil be acceptable to have ‘designer children’ C_be open only to the very, very rich and kept underground. Death By 2050 the average life expectancy will be A less than 75. B 75-100. C over 100. K Punishment By 2050, the death penalty will have been revived in most European countries. A No, never. B Yes, it's the only way to stop violent crime. C Yes, but it will do nothing to reduce crime. Environment By 2050 global warming will A have disappeared ~ it was just a stupid scare story. B be controlled by close international co- operation, C have continued unchecked with terrible consequences. Crime By 2050 the streets will be A safer - high-tech security will have reduced crime. B more dangerous — all criminals will have guns. C no better ~ whatever the police come up with, the criminals will always be one step ahead. UFOs (flying saucers) | By 2050 the official line on UFOs will have ‘A. changed - a major government will confess that they do exist. 8 dramatically changed ~ a major government will admit that UFOs exist and that they knew about, them all the time. C unchanged ~ all governments will still deny that they exist.This present year By 2050 we'll think the strangest thing about this present year was A everybody worked in an office. | B_ everybody used cash. C everybody drove a car. Mass destruction If a man-made catastrophe ends the world by 2050, it's more likely to be A a nuclear war. B a biological war. everyday pottution. Space exploration By 2050 space exploration will A have put men on Mars. B have been taken over by private enterprise, and used only for making money. C have stopped as interest runs out. Appearance By 2050 medical science will have A cured baldness and the common cold. B cured baldness and the common cold years before. C still been unable to find a cure for baldness and the common cold. Medicine/surgery By 2050 most people will be walking around with A no artificial parts in their bodies. B at least one artificial part in their bodies. C more than three artificial parts in their bodies. | Transport By 2050 cars will have been | A banned from city centres. B banned from just about everywhere you can think of. C welcomed everywhere; they will have been reinvented as pollution-free solar cell driven buggies. Marriage By 2050 A a computer will choose your marriage partner for you. B only certain people will be allowed to get married. marriage will be replaced by a state contract, renewable annually. Work By 2050 A only half the population in most countries will have a job. B your free time will be greater than the time you spend at work. C most people will work from home. The Internet By 2050 | A almost every home in the world will be linked to the Internet. B the Internet as we know it will have been replaced by something else. C_ 99% of all shopping will be done via the Internet. Money By 2050 A we will still have paper monéy and coins. B there will be a world currency, C ‘smart’ credit cards (impossible to use fraudulently and linked to your bank account) will be used for all money transactions, xEA will Type of activity ‘Small group; matching; production Grammar point Forming the future with will — we can form one kind of furure by using infinitive (without to) in the affirmative the form is Hyowhe/shelite/they cil + infinitive: Ie will be cloudy tomorroes in the negative the form is Iiyoutheishelttwelthey ceon't + infinitive: Ir won't be cloudy twmorrow. ~ in questions the form is will Fyowhe'shelitcelthey + infinitive: Will it be cloudy tomorrora? ~ the short form of cil is ‘we can use shall and shon'r instead of ell and won't with J and ee [shall sce her tomorro%s, I shan’t see her iomorrs ill and the Other structures None Topic areas ‘The future, daily life, science, inventions Challenging vocabulary disease, communication, population Materials and preparation + Copy and cut up one set of TIME CARDS and one set of CCRYSIAL BALL CARDS for each group of 3 4 students. How to use the game = [aussie] ++ Check that your students are familiar with the grammar. in the Grammar point and with the words ised in Challenging vocabulary, Pre-teach any other words ffom the game you think wl be unfamiliar to your clas Divide the class into groups of 3.4 students. Give cach group a set of 11M CARDS and a set of CRYSTAL BALL CARDS, ‘Ask them to deal out the TIME CARDS, + They should put the CRYSTAL BALL CARDS face down, in a pile in the centre. + They may look at their TiME CARDS. + The first player turns up a card from the pile, If she can make a sensible prediction wich ei using one of the TIME CARDS from her hand, e.g. ‘The weather tomorroto will be sunny.” or ‘People wil live on Mars by 2500.", she can discard both cards. + Some CRYSTAL ALL CARDS combine more appropriately/ ‘meaningfully with some TIME CARDS than others, €.8 “The cweather tomorroce cell be rainy.” is appropriate but “The weather in to years? time wil be rainy:’ is not. Its up to the players to select the most appropriate TIME ‘CARD from their hands. As the game goes on, and players hhave fewer TIME CARDS, this will get harder. In these ‘cases the group can decide whether a sentence is a sensible prediction ot not + Ifa player cannot produce a prediction that the other players think is sensible, then he should miss a go. + The object of the game is to get rid of all your cards. + The player who does this first is the winner. Monitoring and feedback You can ask students to write down some of their sentences as they produce them or after the game is finished. Ac the end you can go round the class asking. individual students to read out their sentences, correcting mistakes and giving feedback. If you feel it would be ‘useful to reinforce the grammar, you can ask the students to play the game again (possibly in new groups). 4will Rules 1 There are two sets of cards: TIME CARDS and. CRYSTAL BALL CARDS. 2 Deal out the IM CARDS. 3. Put the CRYSTAL BALL CARDS face down in a pile in the centre. 4 You may look at your TIME CARDS. § Player 1 begins. Turn up @ CRYSTAL. BALL CARD from the pil 6 Try to make a (sensible!) prediction using this card together with one of the ‘IME CARDS from your hand, e.g. “The teeather tomorrsce will be sunny. ‘or ‘People ell live on Mars by 2500," 7 Ifyou can do this you can put down both cards. Af not, then put the CRYSTAI, BALL CARD back at the bottom of the pile, 8 Some CRYSTAL. sala. CARDS combine more sensibly with some TIME CARDS than others, ¢.g, “The ‘eather tomorrows will be rainy. isa sensible sentence, but ‘The eecather in tz wears” time well be rainy.” is not. As the game goes on, and you have fewer ‘TIME CARDS, it will get harder to make a sensible sentence! In these cases the group can decide whether a sentence is sensible oF not 9 Then itis the next player's turn, 10 The person who gets rid of all their cards first is the winner.next year in the next twenty years tomorrow —_} in the year 3000 in ten years' time ten years S g g @ 2 2 = o 2 next week by the end of this centuryCRYSTAL BALL CARDS