1.  Download the file suggested in the MED section and make copies of the first page for students.

2. Have the beam projector ready to show the second activity unless you want to print it, you need to register on this page.

3. Ask students what predictions re, what forecasts are, and why they think people do that.

4.  Tell students they are going to read an interesting article that shows some predictions for them to discuss and learn about the topic. 

5.  Distribute the article and draw students’ attention towards the headline and the date.

6. Talk about how long ago this article was published and what the forecast was.

7. Divide the article into two parts (first part from “The USA…” until  “ today’s HD televisions.”)

8. Read the article with students and make pauses for questions, and comments. Do not take extra time in presenting vocabulary.

9. Ask general questions for comprehension with WH_ words.

10. Drive students to notice ‘will’ and how it is used to present a prediction or forecast.

11. Ask students to underline the sentences that use ‘will’ and compare them to the current moment (the present moment).

12. Work with the True / False exercise and confirm answers and information by referring to the paragraphs and lines in the text where the information is mentioned.

13.. This activity is also about predictions but this time is about weather forecasts.

14. Ask students why the weather forecast has become very important in our lives and how the weather can be predicted.

15. Project the activity and tell students it is a dialog between two friends.

16. Ask students to read the dialog and focus on the sentences using ‘will.’

17. Read the dialog with a student and ask questions, Who wants to hear the weather report, Colleen or Jerry?, Mention three words that describe the weather for ‘tomorrow’, What will the weather be like on Tuesday? Is it going to rain on Friday?, when will the temperature drop sharply, Tuesday or Friday? Why is Colleen so interested in the weather forecast this week?

18. Discuss with students the use of ‘will’.

19. Ask students to act out the conversation and change the (adjectives) weather words.

1.Use the beam projector to show the activities suggested in the MED section. 

2. Tell students they are going to read ore predictions or forecasts to practice.

3. Project the activity and make sure students can see the text and read from their seats.

4. Ask students how old they will be in 2050 and how they see themselves in the future.

5. Show the second page and ask students to copy the table in their notebooks to complete with the information needed.

6. Project the first page and read aloud the first paragraph. Help with vocabulary as needed but do not take extra time giving definitions, help students get the general idea of what these people are saying.

7. You may want students to complete the table with keywords and short phrases about Samuel’s opinión.

8. Read the second paragraph and follow the same procedure with Lea, then with Steven.

9. Ask students to work in pairs and compare their tables.

10. Have a class discussion on what things will change, will be different in 2050.

11. Ask the class what these three people have in common.

12. This is a great piece of material for students to learn about predictions made by the famous newspaper USAToday.

13. Tell students they are going to discuss if these predictions made, of course, earlier, about this 2020 happened or not.

14. Ask students to draw a table in their notebook with two columns. In the first column, they will list 1-10 the vents and in the second section, they will write down some information as if it happened or not and why.

15. Play the video and make pauses after each event is presented. Discuss with the class and encourage students to ask questions.

16. When the video is finished ask students to talk about the events in pairs using their notes.

17. Discuss with students how the predictions are expressed (will) and how we express events that already happened.

1. Download the file of the activities suggested in the MED section and make copies for students. Print only the first page of the first file and as for the second, you print it directly (Ctrl + P).

2. Distribute the article and draw students’ attention towards the headline and the date.

3. Talk about how long ago this article was published and what the forecast was.

4. Divide the article into two parts (first part from “A new report until  “ would be even more unbelievable.”) for easier reference, or you can even ask students to number the lines in the article.

5. Read the article with students and make pauses for questions, and comments. Do not take extra time in presenting vocabulary.

6. Ask general questions for comprehension with WH_ words.

7. Drive students to notice ‘will’ and how it is used to present a prediction or forecast.

8. Ask students to underline the sentences that use ‘will’ and compare them to the current moment (the present moment).

9. Work with the Tre / False exercise and confirm answers and information by referring to the paragraphs and lines in the text where the information is mentioned.

10. Ask students to make a list of the 5 predictions they find more interesting.

11. This is the second article that will bring reality to your class since it is taken from a real source (the BBC)

12. Show the headline and ask students what they expect to find in the article (since this is a prediction…). Scroll down a there will be another question using ‘will’ for discussion.

13. Encourage students to participate even when they don’t like soccer or don’t know much about it. The practice here is working with predictions, forecasts, and identifying how they are expressed.

14. Guide students through the article(s) and ask questions for general understanding.

15. Take advantage of the students who are very familiar with soccer and know about the Champion’s League.

16. Ask students to work in pairs and write some sentences using ‘will’ and make predictions about this event.

17 Ask students to write a paragraph about these predictions for homework.

1. . Use the beam projector to show the activity suggested in the MED section and as for the second activity, you can use the beam projector and show the article or print it directly from the page (Ctrl +P) and make copies for students.

2. Show the activity and draw students’ attention towards the pictures to discuss the topic.

3. Ask students what their parents, grandparents say about the many changes in our planet.

4. Point at the pictures and ask students to describe them.

5. Ask students to tell you what their predictions are and discuss them.

6. Click on the arrow and there will be three choices to choose from. This is one more opportunity to discuss the topic, use vocabulary, and share ideas.

7. Recommend students to write done the phrases in their vocabulary section for future activities along with the unit.

8. Continue with the second exercise where students have to choose the correct words to complete the sentences. Then, type 1-4 to show the right sequence.

9. Fort the third section, students need to complete with ‘will’ ‘won’t’ but ask them to copy the dialog in their notebooks.

10. Check answers and ask students to read the dialog in their pairs to practice the predictions

11. This is the second real article taken from the newspaper so encourage students to participate and get involved with this news.

12. Show the headline and ask students what they expect to find in the article (since this is a prediction…). Scroll down and the predictions are right there. Since there are 4 predictions you can ask students to work in groups of 4 and give each member a prediction

13. Ask students if they know who Bill Gates is.

14. Read the introduction to the predictions and discuss with students the information. Paraphrase in such a simple way that students find the article interesting, not boring.

15. Ask students to read each one of the predictions you handed and find the main ideas and why it is a prediction.

16. Invite students with prediction #1 to sit in pairs and discuss their opinions and make comments. Do the same as for the other numbers 2,3,4.

17. Ask students now to talk about the predictions in their groups 1,2,3,4 and report to the class what they think about them.