Unit 18 Future trends
Objectives
Focus
Warm up
18.1 Making predictions
18.2 Talking about the future
18.3 Changing the way we work
Sum-up
Assignments
Objectives
When the learners finish learning this unit,they
should be able to
express prediction of future trends
express degree of certainty
"will" future for forecasts and predictions
identify the new concepts of the workplace
Focus
Make predictions about business trends
Reading graphs and making forecasts for the
future
Warm up
How could you talk about future of your company?
How could you mention your future working plans?
---- Make full use of,will” in these cases!
18.1 Making predictions
A,Presentation ---- introduce the use of,will” for
predictions
1,Pre-teach the concept of,inflation” and
“unemployment”,and then check that learners
understand it as the rate of price increase.
2,Explain the charts showing economic
predictions for this year and next year,Ask the
learners to look at the graphs and match the
topics to the symbols.
3,Ask learners to compare the information on the
charts.
4,Learners compare their answers in pairs,Then
play the recording to let them check their
answers,The recording gives the correct version
of each statement,so the learners must listen
very carefully.
B,Language focus,"will“
1,Explain the forms in the language box,Point out
the position of the adverbs at the end of the
sentence
2,Ask the learners to read the paragraph and
underline the correct tense.
C,Listening,an expert talking about economic
indicators
1,Check vocabulary items that learners might not
know,
2,Play the recording and get learners to complete
the arrow section of the grid.
3,Learners compare their answers in pairs,
Encourage them to say what they remember
about the reasons that were given.
4.Play again the recording and ask learners to
make notes on the reasons given for the
forecasts this time.
D,Speaking
It's an information-gap activity (To draw in the
missing information on the graph)
18.2 Talking about the future
A,Vocabulary
1,Introduce the concept of "inflation" and
"unemployment“
2,Ask learners to look at the topics and match
them to the pictures,No detailed explanation
of the meaning of these items at this stage,as
they will come in the reading and listening
tasks.
Suggested answer:
From top to bottom,housing costs food prices
unemployment wages petrol prices
3,Ask learners to read the sentences and choose
which are correct,
Suggested answer,1) T,2) F,3) T,4) F,5) F
B,Language focus and listening (expressing
degrees of certainty)
1,Draw the learners' attention to the different
degrees of certainty,
2,Let the learners write down their opinions about
the statements and then compare with a
partner,The teacher need to stress that
learners should begin their sentences with the
phrases expressing certainty.
3,Play the recording,learners note the speakers’
opinions.
4,Find out how many learners agreed with the
opinions on the recording and the reasons given.
C,Speaking
Learners make their own predictions on the topics
given.
1,Check if the learners understand the topics
given in the textbook.
2,In pairs,learners choose five of the topics from
the box and write some sentences,Encourage
them to give their reasons.
3,Ask learners to read out some of their
sentences.
18.3 Changing the way we work
A,Discussion
1,Introduces the vocabulary associated with
flexible working places.
2,Ask learners to look at the pieces of equipment
and check they know what they are,
Use the form,Have you got a …? Or What do you
use it for?
To elicit the answer,I use it for ~ ing,or I need it
to …,etc.
3,Suggest the possible uses for the equipment if
they don’t have them at home.
B,Reading
1,Pre-teach,commuting” and,telecommuting”.
2,Learners brainstorm a few jobs they think could
be done from home.
3,Predict the answers
4,Learners read the article and compare the
answers with their predictions.
Suggested answer:
1) 11 million
2) a,workers are more productive; it allows
companies to attact and keep workers
b,flexibility of where they work; able to be with
family
c,less pollution
C,Listening
People talk about their personal experiences of
telecommuting.
1,Play the recording and establish the man’s job
and reasons for telecommuting.
2,Do the same with other interviews.
Suggested answer:
1,He’s a computer consultant,He spends a lot of
time on the road.
2) She works for an investment company,She had
a child.
3) He works in the media relations company,It’s
more convenient and he can concentrate
better.
D,Discussion
To round up,learners should contribute their own
opinions to what they have read and heard.
Sum-up
In this unit,the learners are trained the skills of
predicting and reading graphs about economic
development.
Assignments
Look at the statements on page 105 and find out
whether they agree or disagree; then discuss
their opinions in pairs,
Objectives
Focus
Warm up
18.1 Making predictions
18.2 Talking about the future
18.3 Changing the way we work
Sum-up
Assignments
Objectives
When the learners finish learning this unit,they
should be able to
express prediction of future trends
express degree of certainty
"will" future for forecasts and predictions
identify the new concepts of the workplace
Focus
Make predictions about business trends
Reading graphs and making forecasts for the
future
Warm up
How could you talk about future of your company?
How could you mention your future working plans?
---- Make full use of,will” in these cases!
18.1 Making predictions
A,Presentation ---- introduce the use of,will” for
predictions
1,Pre-teach the concept of,inflation” and
“unemployment”,and then check that learners
understand it as the rate of price increase.
2,Explain the charts showing economic
predictions for this year and next year,Ask the
learners to look at the graphs and match the
topics to the symbols.
3,Ask learners to compare the information on the
charts.
4,Learners compare their answers in pairs,Then
play the recording to let them check their
answers,The recording gives the correct version
of each statement,so the learners must listen
very carefully.
B,Language focus,"will“
1,Explain the forms in the language box,Point out
the position of the adverbs at the end of the
sentence
2,Ask the learners to read the paragraph and
underline the correct tense.
C,Listening,an expert talking about economic
indicators
1,Check vocabulary items that learners might not
know,
2,Play the recording and get learners to complete
the arrow section of the grid.
3,Learners compare their answers in pairs,
Encourage them to say what they remember
about the reasons that were given.
4.Play again the recording and ask learners to
make notes on the reasons given for the
forecasts this time.
D,Speaking
It's an information-gap activity (To draw in the
missing information on the graph)
18.2 Talking about the future
A,Vocabulary
1,Introduce the concept of "inflation" and
"unemployment“
2,Ask learners to look at the topics and match
them to the pictures,No detailed explanation
of the meaning of these items at this stage,as
they will come in the reading and listening
tasks.
Suggested answer:
From top to bottom,housing costs food prices
unemployment wages petrol prices
3,Ask learners to read the sentences and choose
which are correct,
Suggested answer,1) T,2) F,3) T,4) F,5) F
B,Language focus and listening (expressing
degrees of certainty)
1,Draw the learners' attention to the different
degrees of certainty,
2,Let the learners write down their opinions about
the statements and then compare with a
partner,The teacher need to stress that
learners should begin their sentences with the
phrases expressing certainty.
3,Play the recording,learners note the speakers’
opinions.
4,Find out how many learners agreed with the
opinions on the recording and the reasons given.
C,Speaking
Learners make their own predictions on the topics
given.
1,Check if the learners understand the topics
given in the textbook.
2,In pairs,learners choose five of the topics from
the box and write some sentences,Encourage
them to give their reasons.
3,Ask learners to read out some of their
sentences.
18.3 Changing the way we work
A,Discussion
1,Introduces the vocabulary associated with
flexible working places.
2,Ask learners to look at the pieces of equipment
and check they know what they are,
Use the form,Have you got a …? Or What do you
use it for?
To elicit the answer,I use it for ~ ing,or I need it
to …,etc.
3,Suggest the possible uses for the equipment if
they don’t have them at home.
B,Reading
1,Pre-teach,commuting” and,telecommuting”.
2,Learners brainstorm a few jobs they think could
be done from home.
3,Predict the answers
4,Learners read the article and compare the
answers with their predictions.
Suggested answer:
1) 11 million
2) a,workers are more productive; it allows
companies to attact and keep workers
b,flexibility of where they work; able to be with
family
c,less pollution
C,Listening
People talk about their personal experiences of
telecommuting.
1,Play the recording and establish the man’s job
and reasons for telecommuting.
2,Do the same with other interviews.
Suggested answer:
1,He’s a computer consultant,He spends a lot of
time on the road.
2) She works for an investment company,She had
a child.
3) He works in the media relations company,It’s
more convenient and he can concentrate
better.
D,Discussion
To round up,learners should contribute their own
opinions to what they have read and heard.
Sum-up
In this unit,the learners are trained the skills of
predicting and reading graphs about economic
development.
Assignments
Look at the statements on page 105 and find out
whether they agree or disagree; then discuss
their opinions in pairs,
