To lead in; Start playing the song from Daft Punk, Technologic. Ask "What type of music is that?" How do you think it is made? Do you think it sounds good? Introduce today's lesson after the investigation of the song. Tell they are going to look at the future predictions, and try to find out how earth will be like in the future in today's lesson. Put the question on board: "How has technology changed our lives in the past 100 years?" SS disscuss in pairs then W/C F/B

Pre-teach the words "turning point" and "prediction" Turning point: Try to elicit from the students. It is an event marking a unique or important change, life changing event. Prediction: Try to elicit from the students.A forecast, guess...

1. Tell the ss to read the preview 5a for 1 minute (skim). Discuss in pairs what the program is about. W/C F/B 2. Deliver 5b. Try to elicit whether it is C (certain) or P (possible). SS work alone first. than pair check and W/C F/B 3. Deliver 5c. Ask the ss to complete the rules than check in pairs.

Make a small summary on the board for the below; 1. Teach 132/3.2-WILL Ask the ss when we use "will" Ask if they have any idea. W/C F/B We use "will" for offers, promises, unplanned decisions, predictions / opinions. Tell the ss they are going to practise future tenses while making predictions. We often use it with "I think" and "I hope". Ask the students to make some predictions using "will". Write some examples on the board. Ex: What do you think will happen 20 years later? What do you believe will change? What do you hope to have? Ask if they have evidence for their predictions - NO I hope I will have a lady robot to clean the house. Ask if I have any evidance for having the robot? I hope I will have a car that can be folded. Ask if I have evidence for the car. 2.Teach 132/3.2-GOING TO Ask the ss when we use "going to" Ask if they have any idea. W/C F/B We use "be going to" to make predictions when there is present evidence, and plans. Ask the ss to give some examples. ex: How old are you going to be in 2050? I am going to attend the CELTA for 6 weeks. CELTA course is going to finish on March 21st. Write some examples on the board. Ask if they have evidence for their predictions - YES 3.Teach 132/3.2-PROBABLY Ask the ss how we use "probably" Ask if they have any idea. W/C F/B We use "probably" to make predictions less certain. Ask the ss to give some examples. ex: The dollar will probably get stronger this year. I am probably playing computer games tonight. Write some examples on the board. Discuss how certain are the examples. O/C 4. Teach 132/3.2- MAY/MAY NOT MIGHT/MIGHT NOT Ask the ss how we use "may" and "might" Ask if they have any idea. W/C F/B We use "may" and "might" to make predictions which are less certain. Ask if they know the difference between "may" and "might". Discuss. "Might" when the outcome is uncertain or unlikely, and to use "may" when something is more likely to happen. Ask the ss to give some examples. ex: You might clean your room, but you may call your friend later. You might climb Mt. Everest someday, but you may go hiking next weekend. Write some examples on the board. Discuss how certain are the examples. O/C 5. Teach 132/3.2- COULD Ask the ss how we use "could". Ask if they have any idea. W/C F/B We use "could" to make predictions which are less certain. Ask the ss to give some examples. ex: Global warning could destroy large parts of Asia in the next thirty years. Discuss how certain are the examples. O/C 5. Teach 132/3.2- BE LIKELY/ BE UNLIKELY TO/ NOT TO BE LIKELY TO Ask the ss how we use "be likely". Ask if they have any idea. W/C F/B We use "be likely" to make predictions when something is probable. Ask the ss to give some examples. Ask Ayşe when she arrives home. Ayşe is likely to be at home before dinner. I am unlikely to reach CELTA course before 18:30 because I leave the office at 17:30 Discuss how certain are the examples. O/C Explain likely/unlikely are adjectives. FINALLY DELIVER THE SUMMARY SHEET.

1. Explain the exercise 3.2.1 Deliver the worksheet. Do the first one as an example. O/C SS work alone for 1 minute, and than pair check W/C F/B 2. Explain the exercise 3.2.2. Deliver the worksheet. Do the first one as an example. O/C SS work alone for 1 minute, and than pair check W/C F/B 3. Explain the exercise 6a. Deliver the worksheet. Do the first one as an example. O/C SS work alone for 1 minute, and than pair check W/C F/B

Ask "Which predictions, if they come true, will be good/bad for the world? Why?" Ss discuss the other predictions in small groups. Than O/C.

Deliver the cards on which the subjects of the speaking activity are written. Ask "How do you think they will change in the future?" Discuss in pairs first, than O/C