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NEW DYNAMIC ENGLISH MODULE 4: UNIT 2

Unit objectives 1. This unit extends and follows up Module 3 Unit 1, Daily Activities. The emphasis is on the

future, with degrees of certainty and how modals are used to express the uncertainfuture.

2. Students will be able to exchange information about plans and future arrangements.3. Students will be able to use a range of tenses in a simple narrative.4. Students will be able to talk about future events or contingencies with different degrees

of certainty5. Students will be able to use longer sentences where several ideas are linked together,

using noun phrases or clauses.

Lesson Objectives 1. Students will be able to distinguish between certain and uncertain events.2. Students will extend vocabulary for describing certainty and possibility.3. Students will be given the opportunity to practice and develop fluency skills.4. Pronunciation will be dealt with as the need arises during the lesson.

*Check homework prior to beginning the lesson. Invite students to work in groups to tell

their stories. Conduct a brief class feedback slot to find out which story students think was

the funniest, saddest, shortest, longest, etc. Collect the worksheets in order to mark written

work.

Activity 1: Max in London (Slide 2)

Objectives Warm-up to engage students To review and introduce target language

Activity Type Matching exercise

Interaction S-S (pair-work)

Preparation None

Assumption Students will distinguish degrees of certainty

Anticipated problem Hesitant use of target language

Solution Extended practice

Time 3 minutes

Target Language

Answers 1. Max may decide to take a bus (U)2. Hotel rates are cheaper at the weekend (C)3. He is going to get a discount (C)4. Max won’t be able to see the countryside if he takes the underground (C)

Lesson 1

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5. Max isn’t sure what he will do (U)6. He might take a taxi (U)

Procedure

1. Click on the slide. Refer to the instructions.2. Allow a few minutes for students to complete the exercise.3. Check the answers with the class.4. Elicit a few examples of things the students are certain or uncertain of doing next week.

Encourage use of the target exponents on the slide.

Activity 2: Possible? (Slide 3)

Objectives To consolidate the use of may, might and could when talking about possibility and probability now and in the future

Activity Type Modal verb recognition

Interaction T-S (Whole-class)

Preparation None

Assumption Students will identify use of target language

Anticipated problem Hesitant use of target language

Solution Extended practice

Time 3 minutes

Target Language

1. uncertain future 2. uncertain now 3. uncertain future 4. uncertain future

Procedure

1. Click on the slide.2. Ask a confident student to read the dialogs out loud with you. Ask the class whether the

speakers are certain about what they are saying or whether they are uncertain. Now ask

the class which of the sentences are about now and which are about the future. (SeeTarget Language box).

3. Repeat the ‘A’ sentences and have the class repeat the corresponding ‘B’ statements.4. Highlight the negative form of might i.e. might not / mightn’t to express that it is

possible that something won’t happen. Demonstrate examples as necessary e.g. it mightnot rain this afternoon.

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Activity 3: Robots in the home (Slide 4)

Objectives To develop listening for detail To consolidate the use of modals for future possibility

Activity Type Listening and writing

Interaction T-S (Whole-class)

Preparation None

Assumption Students will identify key phrases

Anticipated problem Note-taking and listening for detail

Solution Drill

Time 15 minutes

Target Language

How will technology affect our lives in the future? Some people think that robots will be important. For example, some families of the future may have a robot in their homes. These robots will probably prepare food and clean the house. They might also care for young children and may take care of sick people in hospitals. Scientists are already teaching robots to speak and to move like humans. As a result, robots might behave more like humans in the future. They might also be able to show emotions such as happiness or anger. Would you like to have a robot in your home?

1. Do not click on the slide at this stage.2. Lead-in by asking the class about the future and what things they think will, may and

might happen. Discuss certainty and uncertainty.3. Tell the class that you are going to read out a short text about robots. Check the

meaning of ‘robot’.4. Instruct students to have a piece of paper and a pen ready to write down what they

hear.5. Read the text in the Target Language box slowly, repeating each sentence twice. Allow

students to compare their notes with those of their classmates.6. Click on slide 4. Read through the text for the class and allow students to check their

written work.7. Have the students work in pairs to underline the words used to describe possibility and

probability i.e. will, probably, might, may. Monitor and assist as necessary.8. Check the answers. (See Target Language box for underlined modals).9. Have the students work in small groups for two minutes to exchange their ideas about

technology in the future using the target language. Monitor and encourage students togive reasons for their opinions.

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Activity 4: Vocabulary (Slide 5)

Objectives To extend lexis for describing certainty and uncertainty

Activity Type Vocabulary building

Interaction S-S (pair-work)

Preparation Copy and cut vocabulary building worksheets – 1 half per student Copies of mono-lingual learner dictionaries or access to online learner dictionaries

Assumption Students will be able to categorise words

Anticipated problem Word knowledge

Solution Use of mono-lingual learner dictionaries

Time 10 minutes

Target Language

See worksheet

Procedure

1. Do not click on the slide at this stage. Ask the class for any words they know to talkabout certainty and uncertainty.

2. Give each student a copy of the worksheet.3. Instruct the students to work in pairs to divide the list into two categories – words that

express certainty and words that express uncertainty. Set a time for task completion.4. Monitor output. Encourage students to use their previous knowledge and/or a

dictionary if necessary in order place the words into the categories.5. Click on slide 5. Invite students to compare their answers. Ask for the meaning of each

word. Ask pairs for any additional words they added to the lists.6. Ask the class about the degree of certainty or uncertainty for some of the words how

certain or uncertain each word is e.g. ‘likely’ and ‘hopefully’ compared to ‘certainly’ and‘absolutely’.

Activity 5: Are you sure? (Slide 6)

Objectives To practice describing degrees of certainty

Activity Type Q&A

Interaction S-S (pair-work)

Preparation None

Assumption Students will be able to use newly acquired vocabulary

Anticipated problem Word knowledge

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Solution Consolidation

Time 5-10 minutes

Target Language

See slide 6

Procedure

1. Click on slide 6. Refer to the examples which demonstrate placement of certaintyadverbs in sentences. Ask the class for the differences between the pairs of sentencesi.e. before the main verb but after the auxiliary verb or at the beginning of a sentence.

2. Have students work in pairs to write four statements that they are sure about. Eachstatement should use one of the adverbs on the slide. Model examples as necessary.

3. Monitor output. Assist individual learners as necessary.4. Ask a three or four pairs who performed the task well to read their statements for the

class. Ask the class which of the statements express certainty and which expressuncertainty.

5. Provide further practice by brainstorming a list of ‘nonsense’ statements with the class.Write the sentences on the board. Examples: Lions are great pets, Learning English iseasy, Hamburgers are healthy, Snow is hot.

6. Invite students to work in pairs. (Ensure students have a different partner than in theprevious activity).

7. Refer to the list of statements. Give instructions as follows: Student A chooses astatement and uses a certainty word to indicate that s/he is sure the statement is truee.g. trees are definitely blue. Student B asks his/her partner “Are you sure?” Student Anow rephrases the statement in the negative form using a word to express uncertaintye.g. clearly trees aren’t blue. Model with a confident student as necessary. Checkcomprehension of the instructions.

8. Set a time for task completion.9. Display slide 5 for students to refer to whilst on-task.10. Monitor and assist students in forming negative sentences as necessary.11. Conduct a brief feedback slot. Ask random pairs for some example statements. Review

statement formation and the use of target language as required.

Activity 6: Let’s take the bus (Slides 7-8)

Objectives To extend bus travel vocabulary

Activity Type Word cloud

Interaction T-S (Whole-class)

Preparation None

Assumption Students will extend vocabulary

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Anticipated problem Word knowledge

Solution Consolidation

Time 15 minutes

Target Language

The next bus to depart from stop 3 is the 11:08 Heathrow Express Service to London Victoria. Change at Victoria for services to the South East and for London Underground.

Procedure

1. Do not click on the slide at this stage. Ask the class to name the modes of transport Maxmay take when he arrives in London. (Answers: bus, taxi, underground). Follow-up byasking students about their experiences using the different types of transportation.

2. Ask students how they would feel about taking a bus in another country. Elicit possibledifficulties e.g. understanding announcements, directions, place names, timetables.

3. Click on slide 7. Go through the vocabulary words with the class asking for meanings andexample sentences for usage.

4. Elicit questions students may need to ask when travelling by bus.5. Click on slide 8. Invite students to compare their ideas with the questions on the slide.6. Have the students work in pairs to briefly ask and answer the questions. Monitor for

accuracy and feed in target language where necessary.7. Conduct a brief feedback slot.8. Instruct the students to each have a pen and paper ready. Tell the class that you are

going to read out a public bus announcement and that they should write down whatthey hear. Read the announcement twice. (See Target Language box).

9. Invite a student with strong writing and listening skills to write the text on the board asyou read it out again. Correct as necessary and invite the class to check their versionsagainst the one on the board.

Summary (Slide 9)

Invite students to briefly answer the questions on the slide.

Homework (Slide 10)

1. Click on the slide.2. Read through the task and check comprehension.3. Provide students with a deadline for completion e.g., for next class.

NDEM4U2L1 Vocabulary building

Work with a partner. Look at the words in the box below. Decide which words express certainty and which words express uncertainty. Put the words in the correct category. Can you think of anymore words you can add to the lists?

Certain Uncertain

…………………………………………………………………………………………………………………………………....

Work with a partner. Look at the words in the box below. Decide which words express certainty and which words express uncertainty. Put the words in the correct category. Can you think of anymore words you can add to the lists?

Certain Uncertain

absolutely, allegedly, clearly, certainly, definitely, hopefully, hypothetically,

likely, obviously, perhaps, possibly, probably, reportedly, surely, supposedly,

theoretically, undoubtedly, unlikely

absolutely, allegedly, clearly, certainly, definitely, hopefully, hypothetically,

likely, obviously, perhaps, possibly, probably, reportedly, surely, supposedly,

theoretically, undoubtedly, unquestionably, unlikely

How do you get the latest information?

LESSON 2

Reading

Word Game