prediction
instantly
fad
urge fascinate
underestimate predict unrealistic
UNIT 7 T-82
LESSON 3 DISCUSS PAST TRANSPORTATION PREDICTIONS
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• With books closed, ask, What do you think cars will be like five years from now? Accept any reasonable answer. If Ss have trouble thinking of ideas, suggest more electric cars, driverless cars, flying cars. Ask, Do you think any of these types of cars will make our lives better or worse?
• Read the lesson title and the social media message aloud.
EXTENSION Give Ss time to research what kinds of predictions people have made about cars. Let Ss report the information they found.
1 BEFORE YOU LISTEN
• Ask, Do you remember talking about movie genres in Unit 1? Science fiction is a movie and book genre.
What is science fiction? Elicit answers (stories based on what someone imagines science or technology will be like in the future and how technological changes will impact our lives; much science fiction includes space or time travel and life on other planets).
• Read the question aloud. In small groups, have Ss discuss the answer. Allow them to search online if desired.
EXTENSION Show excerpts or movie trailers from famous science fiction films. Some famous science fiction films are: Blade Runner, 2001: A Space Odyssey, Alien, Star Wars, The Matrix, and The Terminator.
TEACHING TIP Schedule time in the computer lab or let Ss use their phones to search for images of technological advances from science fiction movies.
Because these concepts might be difficult to describe without a visual aid, let Ss print, project, or share images on their phones as they describe what kinds of technology the movies predict there will be in the future.
CULTURE NOTE Worldcon is a convention held every year by the World Science Fiction Society. The first conference was in 1939. Worldcon has been held in cities all around the world, including Helsinki, London, Chicago, Melbourne, Montreal, Yokohama, Boston, Philadelphia, Orlando, and Glasgow.
• Have Ss preview the terms and definitions before listening. Ask, Which of these words have you used before?
• Remind Ss to listen first, and then listen again and repeat. Play the audio.
• In pairs, have Ss take turns reading the terms and definitions aloud. Review any terms that are still confusing to Ss.
EXTENSION To test comprehension and allow Ss to use the target words in context, have Ss discuss these questions or write answers using each of the words:
1. What is something you wish could happen instantly?
2. Do you think people can predict the future? Why or why not?
3. What is a prediction you are comfortable making?
4. What is something that fascinates you?
5. What is an unrealistic dream you or someone you know has? Why is it unrealistic?
6. Do you ever underestimate yourself or someone else? What was it you underestimated? Why do you think that happened?
7. What is something that you have urged someone to do recently?
8. What do you think is only a fad right now?
• Have Ss complete the exercise individually and then compare their answers in pairs.
• To review, call on Ss to take turns reading the sentences with the answers aloud.
2 GRAMMAR
• Say, In Lesson 2 we learned how to talk about past habits that we don’t do anymore. Now we are going to learn how to talk about past beliefs about the future.
• Have Ss open their book to page 82 and look at the grammar chart. Read the explanation aloud. Point out the sample sentences. Ask, What is exactly the same in all three sentences? (the words It was, that, would) Ask, What is similar in all three sentences? (past passive, a subject, a verb after would, a past belief)
• Draw attention to the example sentences in the chart.
Read them aloud. Say, All three of these sentences describe past beliefs about the future. They all use It plus the past passive, the word that, a subject, the
word would, a verb, and the prediction. This form does not change.
• Point out the Note. Say, You can also use this form to describe beliefs in the past that are not about the future. Read the samples.
• If Ss are not familiar with the word airship, provide a definition (an aircraft that uses helium, which is lighter than air, to stay in the air). Ss might be more familiar with the terms blimp or dirigible, which are synonyms. An illustration of an airship is on page 83 if Ss need a visual.
UNIT 7 T-83
3 LISTENING
• Read aloud the title of the talk: Where’s My Flying Car?
• Focus attention on the question. Tell Ss they will listen to or watch a presentation and then answer this question.
• Play the audio or video. Ask, What is the main idea of the talk?
• Focus on the Listening Skill. Read it aloud.
• For the second listening or viewing, tell Ss to listen specifically for adverbs of degree that the speaker uses. Let Ss preview the three items in the exercise so they know specifically what to listen for.
• Play the audio or video. Have Ss complete the exercise.
Review answers as a class.
EXTENSION Have Ss write two sentences, one using a strengthening adverb of degree and one using a weakening adverb of degree. Let Ss read their sentences to a partner or small group. Circulate to help as needed.
• Allow Ss to preview the questions before playing the audio. Explain that they should try to complete the sentences with one of the types of transportation pictured.
• Play the audio or video. Let Ss compare answers with a partner before going over the answers with the whole class.
LANGUAGE NOTE The script uses the terms jetpacks and teleporting. A jetpack is a device people can put on their back. Jetpacks use gas or liquid to lift people and move them through the air. An online image search will produce many visuals. Teleporting means to move across a distance without taking any time.
CULTURE NOTE Leonardo da Vinci was an Italian artist who was also interested in inventions and science. Some people believe he invented the helicopter. Popular Mechanics is a magazine about science and technology that was started in 1902 and still exists today. H.G. Wells was an English novelist who is often seen as the first science fiction writer.
• Have Ss read the sentences silently and write a definition for each underlined expression. Remind them to use context clues.
• In pairs, have Ss read the sentences aloud and compare their definitions.
• Review answers as a class. Provide additional examples if necessary.
OPTION Ask Ss some additional questions to make sure they can use the vocabulary in context.
1. Have you ever been let down? What or who let you down?
2. What do you think will be the next fad to take over in the transportation industry?
3. What has lost its appeal for you? Why?
4 DISCUSSION
• Say, People have made many predictions about the future in the past. Some have come true, some have not. Have Ss think about or research past and current predictions about transportation, cities, homes, and the environment. Have them take notes.
• Give Ss time to work individually to list as many predictions as they can.
• Monitor. Provide help with vocabulary or spelling as necessary.
TEACHING TIP If this is challenging, consider having higher-level Ss pair up with lower-level Ss or make it a small group activity.
• Have Ss take turns sharing predictions in small groups.
• Tell groups to share one of their ideas with the class.
• Lead a class discussion in which groups report on what they discussed in 4B. Ask, Have any of the past predictions come true? Give Ss time to do some research if they don’t know the answers. Let them share their ideas about whether any current predictions will come true and to guess when that might happen.
LOOK FOR While Ss are completing the Discussion activity, walk around and listen. Make sure Ss are correctly doing the following:
✓ using the vocabulary to discuss predictions
✓ using it + past passive to describe past beliefs about the future
✓ listening for adverbs of degree
EXIT TICKET Write on the board: What is one prediction you want to make about the future? Have Ss write their names on a blank card. Give them a few minutes to write their answer on the card. Explain that they should use an adverb of degree to show how strongly they feel about their prediction. For example: I am extremely sure that cars will be able to fly someday. As Ss leave, collect their cards to identify areas for review and additional practice.
3 LISTENING
07-14 Listen or watch. What is the main idea of the talk?
07-15 Read the Listening Skill. Listen or watch again. Circle the correct adverb of degree to complete the sentence.
LISTENING SKILL Listen for adverbs of degree
Speakers often use adverbs of degree to strengthen or weaken a quality they are describing. These words can be an important clue to how strongly the speaker feels about a particular point.
Strengthening
extremely really quite
Weakening
somewhat a bit fairly
1. It’s easy to be a bit / quite disappointed with our progress.
2. Maybe our ideas about fl ying have been somewhat / extremely unrealistic.
3. We need to be fairly / really careful about saying that things won’t happen.
07-16 Listen or watch again. Complete the sentences with the correct type of transportation.
helicopters airplanes wings automobiles airships submarines
1. French artists imagined fi refi ghters with .
2. Popular Mechanics thought we would have personal in our garages.
3. In the 1930s, people thought would be a major form of transportation.
4. Supersonic didn’t succeed because they were too loud and expensive.
5. H.G. Wells said that we would never have . 6. A well-known businessman said were just a fad.
VOCABULARY EXPANSION Read each sentence from the talk. What do the underlined expressions mean?
1. If you grew up on science fi ction, like I did, it’s hard not to feel a little let down that we don’t have all the cool stuff we’ve seen in the movies.
2. It was widely expected that super-fast planes would take over the airline industry.
3. Flights were too expensive and too loud. Because of these issues, supersonic fl ights lost their appeal.
PAIRS Compare your answers in 3D.
4 DISCUSSION
THINK What predictions about transportation, cities, homes, and the environment were made in the past? What is expected to happen now? Take notes.
GROUPS Share your predictions from 4A.
EVALUATE Report to the class. Have any of the past predictions come true?
Do you think any others will? When?
Adriana Lopez | TSW Global Speaker Program
Unit 7: Where’s My Flying Car?
83 UNIT 7 I CAN DISCUSS PAST TRANSPORTATION PREDICTIONS.
Answers may vary. Possible answer: The talk is about past predictions about transportation technology.
wings
helicopters airships
submarines automobiles
disappointed take control of
were no longer attractive airplanes
1 BEFORE YOU READ
PAIRS What are some of the ways you have traveled? Which ways were unusual?
07-17 VOCABULARY Listen. Then listen and repeat. Do you know these words?
transport mountainous horizontal escalator practical a commute steep
>>FOR DEFINITIONS AND PRACTICE, GO TO PAGE 145
2 READ
PREVIEW Read the title and the subheadings. Look at the pictures. What do you think the article will be about?
07-18 Read and listen to the article. Was your prediction correct?