Lesson 4 visions of the future 1 - v2
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The document outlines a lesson plan focused on vocabulary development and discussion strategies using mini monologues and graphic organizers. It incorporates viewing a documentary on future inventions, encouraging students to predict and categorize technological advancements while practicing supportive listening skills. Homework involves maintaining a vocabulary notebook and further engaging with monologue practice to enhance oral communication skills.
Lesson 4 visions of the future 1 - v2
- 1. 1 LEVEL 1 LESSON 4 1. Mini Monologues: Groups Conversation gambits (production strategies) for delaying, expressing an opinion and supportive listening 2. Vocabulary Notebook Project: using vocabulary strategies inc graphic organizers for vocab notes SS sort the Mini Monologue cards into categories and use a vocabulary strategy to record them in Vocab Notebook. Handout: Vocabulary Strategies. (not attached) 3. Using Graphic Organizers to brainstorm ideas for discussions and essays. a. Mind Map: How will the computer change society in the next hundred years? b. Whole class discussion 4. View DVD: 00.00 – 01.31 a. Cloze exercise b. post-listening questions 5. What’s in Store? Groups rank possible future inventions in time order 6. View DVD: 01.31 – 21.30 SS compare their predications with those on the DVD Elicit that 3 and 5 helped SS with the viewing to establish need to prepare before reading or listening to a lecture 7. Homework: Vocab Notebook
- 2. 2 MINI MONOLOGUES Mini Monologues Standard Directions (cards are below) The vocabulary items chosen are a mix of general topics which will be familiar to the students (mangoes, rice, Asia) and others which are mentioned in the documentary the students will watch. This helps to start triggering/building their schemata. 1. Students form groups of 4 to 6. 2. Write on the board: Dialogue and Monologue. Elicit the difference. 3. Model: 1. Put a pack of Monologue Cards facedown on a table. 2. Ask one student to time you for 1 minute. 3. Tell the class you must talk for 1 minute without stopping on the topic on the card. 4. Tell students you want them to help you keep speaking by showing they are listening by nodding, saying “uhuh”, “really?”, etc, but they cannot take part. 5. Pick up the top card. 6. Read the topic out and start talking. 7. Stop after a minute. 8. Elicit: you talked about how you felt, your experiences, personal opinions etc and did not talk like an expert. (This relaxes students who may feel anxious about giving a ‘lecture’ on a topic they do not ‘know’ anything about.) you did not speak with ‘perfect grammar’. You spoke in chunks, and used production strategies* like pause fillers (uh, um), vagueness expressions (sort of, I mean), and repeats (repeating a word after a pause). it was not a conversation that some people were nodding their heads, or said ‘Oh’ etc. Indicate this is good Supportive Listening behavior. 4. Check groups can time themselves. 5. Tell students to change roles each turn. 6. Give groups the packs of Cards 7. Monitor to make sure that Listeners are not also speaking. 8. Allow each student at least two topics. * Thornbury, S., (2005), How to Teach Speaking. Longman/Pearson Education Ltd: Harlow. p.7
- 3. 3 TREES THE MOON THE SUN WATER MAKING POLLUTIO WEATHER ROBOTS DECISIONS N BRAIN GLOBAL- COMPUTER THE EARTH STORMING IZATION GAMES FLYING VIRTUAL THE INTELLIGENCE CARS REALITY INTERNET
- 4. 4 Visions of the Future Cloze: Key NOTE The student worksheet looks the same, but without, of course, the answers. DVD 00:00 – 00:01.30 You are going to watch a short section from the beginning of the documentary Visions of the Future: The Intelligence Revolution and complete the text below. STEP 1: Read the text below. STEP 2: Watch the DVD and complete the text. STEP 3: Compare with your group. Three centuries ago, the great English scientist, Sir Isaac Newton, wrote, “I seem to have been only a like 1 a boy playing the sea shore, whilst the great 2 ocean of truth lay all undiscovered before me.” Today, once again, we are like children playing on the seashore, but the great ocean of truth is 3 no longer undiscovered. We have unlocked the secrets of matter – 4 the atom. We have unravelled the molecule of life – 5 DNA. We have created a form of artificial intelligence – 6 the computer. The discovery of the fundamental 7 laws of nature in the 20th C. will open up unparalleled opportunities for the 8 21st. We are making the historic transition from the age of 9 scientific discovery to the age of scientific mastery, in which we will be able to manipulate and mould 10 nature almost to our wishes.
- 5. 5 QUESTIONS 1. Why does Professor Michio Kaku say that “the great ocean of truth is no longer undiscovered? Because we have discovered the ‘fundamental laws of nature’. 2. Why does he say that we are still like “children playing on the shore”? Because we have only just begun to use this knowledge and it will bring about huge changes in this century. 3. What is ‘scientific mastery’? The ability to use science to ‘manipulate and mould nature almost to our wishes.’ 4. What do you expect the documentary to be about? Answers will vary, but will hopefully include: the internet, computers, and genetic engineering.
- 6. 6 Visions of the Future: What’s in Store? 1. Cut up the cards below and make packs. 2. Give 1 pack to each pair or group of 3 students. 3. Students sort the cards into POSSIBLE and IMPOSSIBLE stacks. 4. Then sort/rank the POSSIBLE cards into a ‘timeline’: the invention they think most likely to happen soonest 1st, and so on. 5. Each pair joins another pair to form a group of four and compare their ‘timelines’. 6. Group discussion: Students need to justify the positioning of each invention on the ‘timeline’. “smart” clothes “smart” furniture automatic, self- with computer with computer driving cars chips in them chips in it machines which are virtual tele- virtual reality chips more intelligent conferencing in our brains than humans brain chips for “smart” roads extra memory, which tell cars flying cars better vision, and where to go brain chips to cure the Internet on “smart” walls some brain sunglasses diseases or brain virtual reality Internet chips in “maid” robots which schools and our brains clean our houses universities