Beruflich Dokumente
Kultur Dokumente
Aims
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4. To discuss possible future events
Preparation
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- Copies of worksheet ‘Making choices’ (p3)
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- Copies of worksheet ‘This may be your life’ (p4)
Procedure
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Warm-up
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Note two or three questions on the board and elicit responses e.g. Tea or coffee? House or
apartment? Encourage the student(s) to give explanations for their choices.
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Activity 1 - Making choices
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1. Divide the students into pairs. In one-to-one classes teacher and student can work as a pair.
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Distribute copies of the worksheet. (The questions on the worksheet may be replaced / adapted)
2. Tell the student(s) that the word pairs are connected but very different from one another.
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3. Pairs should discuss the questions, giving their preference and explaining their choice.
Emphasise that the objective of the activity is to get to know each other better and show interest
in their partner. Set a time for task completion (20 minutes). Monitor output and encourage
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4. Conduct a short feedback slot by asking random students for examples of task findings. Give
examples of follow-up questions and the use of target language (e.g. I’d rather…, I’d prefer)
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1. Choose one of the events on the worksheet and write it on the whiteboard. Ask the student(s)
to choose a number from 1 to 5 to describe how likely they think it is that this event will happen to
them (1= I’m sure it will happen, 5 = I’m sure it won’t happen). Use the answers to elicit the
concept of ‘may’ or ‘might’
2. Tell the students they are going to conduct a survey to find out what their classmates
think will happen to them in the future. (In one-on-one classes, the student can leave the
classroom and ask other students, tutors, teachers etc.)
3. Organise the students into mini-groups of 3-4. Give one copy of the worksheet to each group.
In one-to-one classes teacher and student can work as a pair asking and answering the
questions on the worksheet.
4. In their groups students go through the list of events and decide how likely they think it is that
these events will happen to them at some time in their lives.
5. The students record their individual answers on the same questionnaire by putting one tick for
each member of the group in the relevant column. If there are things on the list that students have
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already done, they should ignore them and only record an answer for things they haven’t done.
Set a time for task completion (10 minutes).
6. Ask a representative from each group to call out their total results for each point on the
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questionnaire and add them up to find the totals for the whole class.
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7. Conduct a short feedback slot by asking the students if any of the results are expected or
surprising.
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Ferrari or Mini?
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Kayak or cruise liner?
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Kitten or puppy?
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Concert or music festival?
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Short-term or long-term?
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Skiing or beach?
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Thriller or biography?
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Boss or worker?
Musician or writer?
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travel abroad
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own my own
home
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fall in love
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become a
millionaire
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run my own
business
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own a car
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speak
English fluently
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learn to fly
be on TV
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1. BMW or Mercedes-Benz?
2. Football or Table Tennis?
3. A holiday in Australia or a holiday in France?
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4. Junk Food or Health Food?
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5. Classical Music or Pop Music?
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