1. Unit 18 Future trends

2. Objectives Focus Warm up 18.1 Making predictions 18.2 Talking about the future 18.3 Changing the way we work Sum-up Assignments

3. Objectives When the learners finish learning this unit, they should be able to express prediction of future trends express prediction of future trends express degree of certainty express degree of certainty "will" future for forecasts and predictions "will" future for forecasts and predictions identify the new concepts of the workplace identify the new concepts of the workplace

4. Focus Make predictions about business trends Make predictions about business trends Reading graphs and making forecasts for the future Reading graphs and making forecasts for the future

5. Warm up How could you talk about future of your company? How could you mention your future working plans? ---- Make full use of “will” in these cases!

6. 18.1 Making predictions A. Presentation ---- introduce the use of “will” for predictions 1. Pre-teach the concept of “inflation” and “unemployment”, and then check that learners understand it as the rate of price increase.

7. 2. Explain the charts showing economic predictions for this year and next year. Ask the learners to look at the graphs and match the topics to the symbols. 3. Ask learners to compare the information on the charts. 4. Learners compare their answers in pairs. Then play the recording to let them check their answers. The recording gives the correct version of each statement, so the learners must listen very carefully.

8. B. Language focus: "will“ 1. Explain the forms in the language box. Point out the position of the adverbs at the end of the sentence 2. Ask the learners to read the paragraph and underline the correct tense.

9. C. Listening: an expert talking about economic indicators 1. Check vocabulary items that learners might not know. 2. Play the recording and get learners to complete the arrow section of the grid.

10. 3. Learners compare their answers in pairs. Encourage them to say what they remember about the reasons that were given. 4.Play again the recording and ask learners to make notes on the reasons given for the forecasts this time.

11. D. Speaking It's an information-gap activity (To draw in the missing information on the graph)

12. 18.2 Talking about the future A. Vocabulary 1. Introduce the concept of "inflation" and "unemployment“ 2. Ask learners to look at the topics and match them to the pictures. No detailed explanation of the meaning of these items at this stage, as they will come in the reading and listening tasks.

13. Suggested answer: From top to bottom: housing costs food prices unemployment wages petrol prices

14. 3. Ask learners to read the sentences and choose which are correct. Suggested answer: 1) T, 2) F, 3) T, 4) F, 5) F

15. B. Language focus and listening (expressing degrees of certainty) 1. Draw the learners' attention to the different degrees of certainty. 2. Let the learners write down their opinions about the statements and then compare with a partner. The teacher need to stress that learners should begin their sentences with the phrases expressing certainty.

16. 3. Play the recording: learners note the speakers’ opinions. 4. Find out how many learners agreed with the opinions on the recording and the reasons given.

17. C. Speaking Learners make their own predictions on the topics given.

18. 1. Check if the learners understand the topics given in the textbook. 2. In pairs, learners choose five of the topics from the box and write some sentences. Encourage them to give their reasons. 3. Ask learners to read out some of their sentences.

19. 18.3 Changing the way we work A. Discussion

20. 1. Introduces the vocabulary associated with flexible working places. 2. Ask learners to look at the pieces of equipment and check they know what they are. Use the form: Have you got a …? Or What do you use it for? To elicit the answer: I use it for ~ ing, or I need it to …, etc. 3. Suggest the possible uses for the equipment if they don’t have them at home.

21. B. Reading 1. Pre-teach “commuting” and “telecommuting”. 2. Learners brainstorm a few jobs they think could be done from home. 3. Predict the answers 4. Learners read the article and compare the answers with their predictions.

22. Suggested answer: 1) 11 million 2) a. workers are more productive; it allows companies to attact and keep workers b. flexibility of where they work; able to be with family c. less pollution

23. C. Listening People talk about their personal experiences of telecommuting. 1. Play the recording and establish the man’s job and reasons for telecommuting. 2. Do the same with other interviews.

24. Suggested answer: 1. He’s a computer consultant. He spends a lot of time on the road. 2) She works for an investment company. She had a child. 3) He works in the media relations company. It’s more convenient and he can concentrate better.

25. D. Discussion To round up, learners should contribute their own opinions to what they have read and heard.

26. Sum-up In this unit, the learners are trained the skills of predicting and reading graphs about economic development.

27. Assignments Look at the statements on page 105 and find out whether they agree or disagree; then discuss their opinions in pairs.