THE FUTURE

SESSION 15

TOPICS
• Making predictions
• Giving opinions
• Skills for future careers
 Topic 1: Making predictions
Functions Expressing predictions
Expressing hopes
Target language Will/won’t, I (don’t) think, I hope, I’m sure …. will/won’t, I hope so, I hope
not
Theme Predictions, hopes and wishes
Inputs Input 15.1A: Think and hope
Input 15.1B: Future situations
Input 15.1C: Language summary

Note: Students may tend to use I think / I don’t think / I hope + so as part of
a sentence with will e.g. I think so I will study abroad. This is wrong.
Emphasise that when these phrases are used with ‘so’ they make a
complete sentence. I think so. I don’t think so.

Step 1: Whole class – warm up

Say with gestures: Is this time – now?
Let’s talk about the time to come. What do we call that? The future
Ask: What do you want in the future? Possible answers: a (new) job, a new house, car, get married,
etc.
Ask related questions about the future.

Step 2: Whole class – questioning

Ask a relevant question: Do you have a job now? No
Prompt: But in the future…? I’ll = will have a job
Encourage students to choral repeat with contraction.

Prompt: How will you ask a question for that? Will you have a job?
Ask any other question.
Example: Will you study for an (MBA/M.Tech…) degree?

Address a student who said ‘Yes’.

Are you 100% sure? Yes
Prompt student to say: I’m sure I’ll study for an … degree.

Address a student who said ‘No’.

Are you 100% sure? Yes
Prompt student to say: I’m sure I won’t study for an …… degree.

Concept check:
When we say I’m sure I will or I’m sure I won’t, are you talking about the future? Yes
Are you saying something confidently? Yes

Prompt students to practice the third person, both long and short answers.
- Will (Sharath) study for an MBA degree?
- Yes, he’ll study for an MBA degree / Yes, he will.
Step 3: Pair work – questioning and answering
Arrange students into pairs and demonstrate question and answers.
- Will you buy a house/ get married/ go abroad?
- I will/ I’m sure I will/ I won’t I’m sure I won’t…

Ask student to:

• Ask and answer questions about their future plans.
• Share their partners plans to another pair.
e.g., Monica is sure she will study abroad. She won’t work abroad, but she will return to
India.
Monitor pairs and make immediate corrections with appropriate techniques.

Step 4: Whole class – questioning

Ask: What are your thoughts about (pick a subject the students are interested in, e.g. technology)?
e.g., Will robots cook the food in fast food restaurants? Yes
Ask: Are you 100% sure, or is it your belief? My belief
So, what words can you use to say it’s your belief, and you are not 100% sure? I think
Prompt: I think robots will cook in fast food restaurants.
And the opposite? I don’t think robots will cook in fast food restaurants.
I ask you a question: “Will robots cook in fast food restaurants?” How can you give a short answer? I
think so, I don’t think so.

Ask: (Example question; pick something suitable to students’ interest) Will technology help to find a
cure for cancer? (Allow students to answer with any of the language discussed so far) Yes, it will /
Yes, I think so.
Ask: Is it something you really wish for? Yes
So, what words can you use to say it’s what you wish for, but you are not 100% sure? I hope
Get students to rephrase the previous answer with ‘I hope….’. Also introduce the short answer: I
hope so.

Ask: (Example question; pick something suitable to students’ interest) Will people lose their jobs
because of robots? (Allow students to answer with any of the language discussed so far.)
Ask: Is it something you wish will be true? No
Follow same steps as previous examples and get students to use ‘I hope not.’

Concept check to review the four phrases:

- Do we use ‘I think + will and I don’t think + will’ to say what you believe is correct? Yes
- Are we 100% sure when we use these words? No
- Do we say ‘I think so and I don’t think so’ as short answers when someone asks for what you
believe is correct? Yes
Ask for examples. (Note: With ‘I think so, and I don’t think so’ – first get another student to ask a
Will… ? question.)
- Do we use ‘I hope + will,’ to say we are 100% sure about something? No
- To say what you believe? No
- Do we use ‘I hope…,’ to wish that something will be true in the future? Yes
- Do we use ‘I hope so and I hope not’ as short answers when someone asks for what you believe?
Yes
Ask for examples. (Note: With ‘I hope so, and I hope not’ – first get another student to ask a Will… ?
question.)
Step 5: Pair work – writing exercise
Display Input 15.1A: Think and hope and ask: Are there different situations mentioned in the
exercise? Yes
Ask: Do you have to give the correct response to a question? Yes
Arrange students into pairs and handout the worksheet.
Ask one student to read the instructions out loud to the class and confirm what they have to do.
• Read the information in brackets.
• One student asks the question marked person A.
• The other student answers with ‘I think so/ I don’t think so/ I hope so /I hope not.’
• They should discuss if the answer is correct and write it down.
• Give students a time limit and monitor them while they are doing the exercise.
• Once they've finished, ask them to check with another pair.
(Answers 1. I hope not 2. I hope so 3. I don’t think so 4. I think so 5. I hope so.)

Step 6: Group work – speaking

Display Input 15.1B: Future situations and ask: Are there different situations mentioned in the
exercise? Yes
Ask: Will you ask and answer questions about them? Yes
Arrange students into groups. (You can choose to do this with mingles or parallel rules or small
groups) and hand over the input sheet.
Tell students to:
• First discuss what will or won’t happen in the future.
• Then give your thoughts on the situations given on the worksheet.
• They should ask and answer questions and talk about the topic fully.
Monitor students and note down feedback without interrupting the activity.

Step 7: Whole class – feedback

Ask some students to evaluate how their group did, and if there was anything they needed to
improve on.
End with teacher feedback, pointing out both positive and areas of improvement. Point out and
praise groups that did particularly well and asked a variety of questions.

Step 8: Whole class – language summary

Display Input 15.1C: Language summary. Give clarifications – if required.
Input 15.1A Think and hope
In these conversations, one of you is person A and the other is person B.
- You should read the information in the brackets together.
- Then person A should read aloud the question.
- Person B should respond appropriately with phrases using hope/think.

1. (You don't like team games.)

Person A: Will there be team games at today’s party?
Person B: ___________________________________ (hope)
2. (You need more money quickly.)
Person A: Will you get a pay hike soon?
Person B: ___________________________________ (hope)
3. (Aman didn’t do well at the interview. He may not get the job.)
Person A: Will Aman will get the job?
Person B: ___________________________________ (think)
4. (You're not sure what time the meeting is - probably 4:30.)
Personally: Is the meeting at 4:30 today?
Person B: ___________________________________ (think)
5. You're going to the head office. You like talking to the sales manager, Najib.
Person A: Will Najib be at the head office today?
Person B: ___________________________________ (hope)
Input 15.1B Future situations

First discuss what do you think will or will not happen in the future.

Now talk to your partners about the situations given below:

• People will live longer.
• Women will make more money than men.
• Sea levels will rise to cover islands.
• Space travel will become popular, even for ordinary people.
• Computers won't need input to be typed in or spoken. They will work with your
thoughts.
Input 15.1C Language summary
We use these words to talk about the future:
I’m sure people will live longer. But many people won’t be happier.
Will the future bring new products that will change the way we communicate with
people and robots? Yes, I think so.
Will scientists have a cure for cancer in the future? – I hope so.
Will people create robot dogs in the future? – I hope not.
Will mobile phones exist in the future? – No, I don't think so.
I don't think books will exist in the future.
 Topic 2: Giving opinions
Functions Expressing opinions
Making simple assessments of predictions
Target language In my opinion, it will/won’t be possible, will be impossible work (=
function) – it will/won’t work
Perhaps/Maybe it will ...
Theme What the future holds
Inputs Input 15.2A: Language summary

Step 1: Whole class – questioning for vocabulary

Tell the class: The future will be great. What do you think? Allow students to give their opinions.
Ask: Will we have maids, or will robots do the housework?
Assuming students say robots, ask: So, you think robots will do the housework?
What's another way of saying, ‘I think’? In my opinion
Prompt students to form the statement ‘In my opinion, robots will do the housework’

Ask: Do you think we will go to space on holiday? Allow students to give their opinions.
Ask: Is it a believable situation in the future?
What's another way we can say ’believable situation in the future?’ It will be possible
Ask students to rephrase the statement with possible: It will be possible to go to space on holiday.
And if you don't think it's a believable situation? It won't be possible / It will be impossible to go to
space on holiday.

Step 2: Pair work – speaking

Demonstrate with a strong student.
- Will it be possible to go on holiday to space in the future?
- Yes, it will be possible to…
- No, it won't be possible to…
- No, it will be impossible to…
Display the following ideas or hand them over on slips of paper and ask students to make some of
their own questions.
drive/no accidents smart chairs/comfort no pollution/cities
3D printing/houses build/cities under water find /ten new planets
Monitor pairs and correct language immediately.

Step 3: Whole class – questioning for vocabulary

Ask students to talk about their future. (I will open a restaurant / start my own clinic, etc.)
Use one of the responses and say: So, you will have a successful business. Are you 100% sure? No,
not 100%.
What words can you use when you're talking about the future but it's not 100% certain?
maybe/perhaps
Ask students to rephrase their sentences using perhaps and maybe, e.g. Maybe I will have a
successful business. Perhaps I will live in America.
Concept check:
- When you talk about the future with maybe/perhaps, are you very sure? No
- Are you saying it is possible? Yes
Step 4: Small groups – speaking practice
Arrange students into groups of 3-4 and ask students to:
• Have a conversation with the others in the group about their future.
• Ask questions with ‘will you...?’
• Answer with ‘perhaps/ maybe’.
Monitor pairs and correct language immediately.

Step 5: Larger groups – speaking practice

Arrange students into groups of 6-8. Ask them to use all the language they learned today and discuss
the future of the country. They should talk about all areas they are interested in: education,
business, politics, etc.

Step 6: Whole class – feedback

Ask students to:
• Share with the whole class any interesting situations they shared in their groups.
• Give feedback of their group’s participation.
• Give feedback on the language used.
Finally, give feedback to the class about your observations.

Step 7: Whole class – language summary

Display Input 15.2A: Language summary or give as handouts.

Step 8: Write and improve – practice

Write between 80- 100 words on how you think technology will affect your future.
Upload onto the Cambridge Write and improve app for feedback.

Step 9: Speak and improve – practice

Do you think your children's future will be better than yours? Speak about this for a minute or two.
Upload onto the Cambridge Speak and improve app for feedback.
Input 15.2A Language summary

In my opinion, there will be more people, more traffic, more pollution, more garbage and
fewer green spaces.
It will be possible to buy a ticket to explore outer space.
It won't be possible to live on a different planet.
It will be impossible to die young.
Maybe scientists will prove that life exists on other planets.
Perhaps people will live on another planet.
 Topic 3: Skills for future careers
Functions Talking about things you hope you’ll do one day
Target language Skills vocabulary
Theme Talking about future skills
Inputs Input 15.3A: Future skills
Input 15.3B: Language summary

Step 1: Whole class – warm up

Ask: When you are working, is it important to be able to use computers? Yes
What about speaking well? Yes
Ask: What are these called? skills
Ask students: What other skills are important today? Allow students to answer and discuss why they
are important.
Ask students: Will the important skills of the future be different? Allow students to discuss.

Step 2: Pair work – matching exercise

Show Input 15.3A: Future skills and ask students: Are there seven future skills mentioned here? Yes
Do you have to match them with the meanings? Yes
Arrange students into pairs and ask them to complete the matching exercise.
Give a time limit and get them to compare answers with another pair.
Answers: 1-d 2-g 3-a 4-b 5-f 6-e 7-c

Step 3: Questioning to clarify vocabulary

Ask: Will many future jobs need people to write computer programs? Yes
What is the skill required? Coding skills / computer coding
Get students to choral repeat for correct pronunciation.
Ask students to talk to each other about where and which jobs will need coding skills.

Ask: Will you need skills to give information in a proper manner so people understand you well? Yes
What is the skill required? Communication skills
Get students to choral repeat for correct pronunciation. Listen for correct word stress
(Communication)
Ask students to give examples of jobs that will need communication skills.

Ask: Will people work in teams? Will you need to understand how people are feeling and manage
your emotions also? Yes. What is the skill called? Emotional Intelligence
Choral repeat and ask for examples.
Go through all the skills similarly by asking questions. Make students get the pronunciation right and
talk about the future jobs that will need the skills.

Step 4: Small groups – discussion

Ask students to work in groups of 4-5 and display a list of careers that interest / are relevant to your
students.
Tell them to think of the skills they will need for these careers.
Ask them to use all the language they learned in this session to talk about the skills required.
(Will / will not / think so/ don’t think so...etc.)
Step 5: Whole class – feedback
Ask students for self- and peer- feedback and end the session on an encouraging and positive note.

Step 6: Whole class – language summary

Display Input 15.3B: Language Summary, to review and clarify new language learned.

Step 7: Write and improve – practice

Read up about the seven future skills that were discussed today. Write 50-100 words about 2-3 of
the skills that will be important to your future.
Upload onto the Cambridge Write and improve app for feedback.

Step 8: Speak and improve – practice

Talk about one important skill you have improved during this course.
Input 15.3A Future skills
Match the skill on the left with what it means on the right.

Skill You can

1. Coding a. Find solutions to problems

b. Use your own ideas to make

2. Emotional intelligence
something new
c. Learn additional skills to be up to
3. Critical thinking
date in your field

4. Creativity d. Write computer programs

e. Do things without someone asking

5. Communication
you to

6. Initiative f. Give and receive information

g. Recognise your own feelings and

7. Upskill
feelings of other people
Input 15.3B Language summary

These are some of the skills that people will need in the future:

Coding
Emotional intelligence
Critical thinking
Creativity
Communication
Initiative
Upskill