Unit 5

Unit Five
Unit 5
Unit Purpose:
• The purpose of this unit is to enable you to make predictions about your life in the future.
Social Practices:
• Establishing and maintaining social contacts.
Unit functions:
5.1. Making predictions about the future.
5.2. Expressing degrees of certainty and doubt.
Tapescripts
page page 134 134
Unit 5
page 156

Life in the Future
Performance evidence:
• You will be able to recognize and understand quotidian texts in order to use
them purposefully.
• You will be able to use language creatively and appropriately by selecting lexis,
phrases and grammatical resources in order to produce meaningful, relevant and
clear texts when making predictions and when expressing certainty and doubt about
the future.
page 135
page 157 Unit 5

Unit Five
Lesson
one
Predicting the weather
Social practices: Establishing and maintaining social contacts.
In this lesson you will learn: • How to make predictions about the weather.
1
Write the words from the box under the symbols.
snow rain sunny windy cloudy
______________ rain ______________ sunny ______________ cloudy ______________
snow ______________
windy
2
Look at the map and complete the sentences
with the words from the previous exercise.
Let’s look at the weather report for tomorrow.
The weather will be varied on our island. In
Lancaster, the weather will be nice. It will
be sunny most of the day. In Freetown it
will be ______________, sunny but it will also be
______________. cloudy In Springvalley, tomorrow
it will be ______________, cloudy and finally, in
Goldtown, it will be ______________ windy and
______________. cool There won’t be any rain
tomorrow, so you can leave your umbrellas
at home.
hot
warm
nice
cool
cold
Write three sentences about the weather
on the island. You can choose words
from the box.
In Freetown, it will be warm.
1. _______________________________
2. _______________________________
3. _______________________________
Discover the rule
We use “will” and “won’t” to express
the future.
Circle the correct form of the verb.
The weather will is / be nice.
It won’t rains / rain in the afternoon.
Sugerencias
didácticas
Unit 5, Life in the Future
page 136
1. Es posible que los alumnos recuerden cómo describir el
clima. Entonces, pídales que cubran las palabras en el libro
e intenten decirlas sin verlas; también puede intentar
que las mencionen antes de que los alumnos abran sus
libros para iniciar la actividad.
2. Asegúrese de que los alumnos se den cuenta que will y won’t
van seguidos por el verbo principal en infinitivo sin to.
1. Students should remember words to describe the weather
from previous lessons. So, you can have students cover
the words and try to provide them without looking, or you
can try to elicit words to describe weather before having
students open their books to do the activity.
2. Make sure that students notice that “will” and “won’t” are
followed by the main verb in the base form.
Unit 5
page 158

Read the text and answer True or False:
1
All scientists say that pollution is the cause of global warming. True ✓ False
Summers will get hotter. ✓ True False
Winters will get hotter. True ✓ False
Global warming
In the graph, you can see the change in
temperature from 1860 to 2004. It got a lot
warmer after 1900, and again after 1980. What
will happen in the future?
We know that the earth is getting warmer.
This change is called “global warming.” Many
scientists say that global warming is caused by
pollution, but there are also scientists that think
that there are other, natural causes.
All scientists have the same opinion about the
weather: it will change more. It will be colder
in winter, and there will be more snow. In summer, it will be
hotter, and there will be more hurricanes in summer and fall.
Source: Wikipedia
Match the phrases on the left with the ones on the right.
It will
There will
It won’t
There won’t
be more hurricanes.
be more hurricanes.
be hotter in summer.
be warmer in winter.
See Picture Dictionary 8, 9 and 10 on
page 192 and 193, to find vocabulary
related to the seasons, the weather
and temperatures.
Complete the weather report with appropriate words or phrases.
Here is the weather report for Dawnville for the next 24 hours. ____________________ It will be a beautiful
sunny day. __________ There won’t be clouds in the morning, but in the afternoon ____________________
there will be
more clouds. ____________________ There will be some rain in the afternoon, but __________ there won’t be any
storms or hurricanes. It will be warm: we expect temperatures from 17 degrees in the morning to
about 23 in the afternoon. Enjoy your day tomorrow!
Listen to the weather report and check your answers.
Research on the Internet the weather forecast for your area. Write a similar weather report.
2
page 137
Predicting the weather
1. Antes de iniciar con la lectura, platique con la clase sobre
el calentamiento global y pídales que mencionen sus causas
y consecuencias.
2. Los alumnos pueden hacer la actividad 6 en pares o en
grupos pequeños y luego compartir su reporte del clima
con la clase.
1. Before doing the reading, you can have a discussion about
global warming with the whole class and have them tell
you what they know about its causes and what the results
will be.
2. Students can do activity 6 in pairs or small groups and
then share their weather report with the whole class.
page 159 Unit 5

Unit Five
Lesson
two
Your life will be different!
Social practices: Establishing and maintaining social contacts.
In this lesson you will learn: • How to make predictions about people’s lives.
1
Look at the pictures below. Do you know what fortune cookies are? Read the article and
speculate about the missing information.
Fortune Cookies – Do They Tell You Your Future?
A Fortune Cookie is a delicate cookie that you can get in a ________________ Chinese restaurant,
often as dessert. When you open the cookie, you find a small piece of ________________
paper
inside. This is called “a fortune”. On the paper is a sentence about your future or
about your luck. Fortune cookies are not a Chinese invention; they were invented in
________________ California about 100 years ago. Interesting!
Here are some typical sentences that people find in their
fortune cookies:
Someone will invite you to an important
event.
The time is right to make new friends.
You will travel to many countries.
Happy news is coming to you soon.
Sugerencias
didácticas
2
Now listen to the radio program and write the correct information in the text.
Match the phrases to make logical fortunes.
Your life will…
a pleasant experience.
Generosity and perfection… are 34, 18 and 62.
Your lucky numbers…
are your objectives.
You will have…
be happy and peaceful.
Other people…
will see your talents.
Unit 5, Life in the Future
page 138
1. Pregunte a los alumnos lo que saben sobre las galletas de
la fortuna y de dónde piensan que provienen.
2. Pregúnteles si les sorprendió el lugar donde se inventaron
las galletas de la fortuna.
1. You can ask students what they know about fortune
cookies and where they think they come from.
2. You can ask students if they were surprised about where
fortune cookies were invented.
Unit 5
page 160

Now write a fortune on a piece of paper. Give your paper to your teacher. The teacher will mix
up the fortunes and give you one. Read your fortune and complete the information below.
What does your fortune say? __________________________________________________________
Can your fortune become reality? Why, or why not? ______________________________________
Madame Starlight is a fortune teller. Listen to her prediction and circle the correct
answers below.
1
According to Madame Starlight…
you will have a long / short life.
you will / won’t get married.
you will have two / three children.
Work in pairs. Give your partner a prediction.
Complete the text with “will” and “won’t”.
2
Dear ______________ (your classmate’s name),
Let me look into my crystal ball... Interesting, very interesting.
You ______________ finish the third year of middle school.
You ______________ go to high school. Farther in the future,
you ______________ get married and you ______________
have children. You ______________ live in this town. You
_____________ get rich.
Discover the rule
Choose the correct option.
For predictions about the future, we use
will / be going to.
The negative of ‘will’ is __________. won’t
Read the prediction to your classmate.
Work with a different partner. Imagine you
can read your classmate’s palm.
Your life will be wonderful.
You will get rich.
You won’t live in another
town.
page 139
Your life will be different
1. Cuestiónelos si las galletas de la fortuna siempre predicen
cuestiones positivas sobre el futuro o si en ocasiones predicen
cosas negativas y por qué.
2. Señale que will y be going to tienen el mismo significado,
pero que con diferentes usos. Uno de los usos de will es
para predecir el futuro.
1. You can ask students if they think fortunes always predict
positive things in the future or sometimes negative things
and why.
2. Point out that “will” and “be going to” have the same
meaning, but they have different uses. One of the uses of
“will” is to give predictions about the future.
page 161 Unit 5

Unit Five
Lesson
three
Future plans
Social practices: Establishing and maintaining social contacts.
In this lesson you will learn: • How to making predictions about your future.
Answer the questions with “Yes, I will,” or, “No, I won’t.”
Will you travel a lot when you are an adult?
_____________________________________.
Will you have five or more children?
_____________________________________.
Will you live in this town all your life?
_____________________________________.
1
Discover the rule
To ask a question about a prediction of the
future, we can use will.
Circle the correct form.
You will / Will you work in an office when
you are an adult?
Write an additional question.
2
Will you _________________________________________?
Work with your class. Write the results
of the three questions, then report the
results below.
_________ classmates think they will
travel a lot when they are adults.
_________ classmates think they will
have eight or more children.
_________ classmates think they will
live in this town all their lives.
Will you speak English very well?
Sugerencias
didácticas
Ask 10 classmates your question, and write the results below. When you are ready, report the
results to the class.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Unit 5, Life in the Future
page 140
1. Averigüe cuáles fueron las respuestas más comunes.
2. Asegúrese de que los alumnos entienden que invertimos
el sujeto y will para formar preguntas sobre el futuro.
1. Check with the whole class to find out what the most
common answers were.
2. Make sure students understand that we invert the subject
and “will” to form questions about future prediction.
Unit 5
page 162

Listen to the conversation and circle the answer to the questions.
Will the boy go to high school? Yes, he will. No, he won’t.
Will the girl go to high school? Yes, he will. No, he won’t.
she
she
1
Discover the rule
We can describe possible actions in the future with
when.
Write logical verbs in the spaces.
When I ______ finish secondary school, I will _____ go to high
school.
2
Work in pairs. Practice the dialog. Use your own information. Switch roles.
A: When I finish secondary, I will go to high school. And you?
B: I won’t go to high school.
A: Why not?
B: When I finish high school, I will have to __________________________.
A: That’s too bad.
B: Yeah. But we can still be friends.
Work in pairs again. Talk about
your real plans.
A: When I finish high school, I won’t go to high school. And you?
B: I will go to high school.
A: Why?
B: Because I want to go to the university later.
A: That’s good.
page 141
Future plans
1. Asegúrese de que los alumnos entienden que en respuestas
cortas para predicciones del futuro repetimos solamente
will o won’t.
2. Señale que en esta estructura ponemos el verbo en presente
simple en la cláusula con when a pesar de que estamos
hablando del futuro. La otra cláusula está en el futuro
con will.
1. Make sure that students understand that in short answers
for future prediction, we repeat only “will” or “won’t”.
2. Point out that in this structure, we put the verb in simple
present in the clause with “when” even though we’re
talking about the future. The other clause is in the future
with “will”.
page 163 Unit 5

Unit Five
Lesson
four
This town in the future
Social practices: Establishing and maintaining social contacts.
In this lesson you will learn: • How to asking about predictions of the future.
1
Take the test.
Future Expectation Test
What do you think about the future of your town. What will
your country be like in 2050?
Take the test and compare your ideas with your classmates.
What will your town be like in 2050?
a. I think it will be a big city.
b. I think it will still be a small town.
What about the population of your town in 2050?
a. There will be many people.
b. There will be few people.
What will the country be like in 2050?
a. it will be a rich country.
b. it will be the same.
c. it will be a poor country.
Will there be a lot of pollution in 2050?
a. Yes, because there will be many factories.
b. No, because people will protect the environment.
Will we all have a robot in our houses in 2050?
a. Yes, we will.
b. No, we won’t.
Compare your answers with your
classmates. Did they write the
same answers?
What did you write for number 1?
I wrote b. I think our town won’t change.
And you? I wrote a.
Discover the rule
Underline _______ the correct question
and _______ cross out the incorrect questions.
What will be like the city in 40 years?
What will the city be like in 50 years?
Will what the city be like in 60 years?
2
3
Sugerencias
didácticas
Unit 5, Life in the Future
page 142
1. Antes de hacer esta actividad, pregunte a los alumnos sobre
los aspectos que han cambiado en su país durante los
últimos 50 años y cómo creen que vaya a cambiar en los
próximos 50 años.
2. Averigüe cuales fueron las respuestas más comunes.
3. Asegúrese que los alumnos entienden que la estructura
What will ... be like in ...? se usa para pedir una descripción
en futuro.
1. Before doing this activity, you can ask students what has
changed in their country over the past 50 years and how
they think it will change in the next 50 years.
2. You can then check with the whole class to find out what
the most common answers were.
3. Make sure students understand that the structure “What
will … be like in …?” asks for a description of something
in the future.
Unit 5
page 164

Write three additional questions and ask your classmates.
What will ______________________________________________________ in _______?
Will there be ___________________________________________________ in _______?
Will we all _____________________________________________________ in _______?
Work in groups, and decide on the answers
for the trivia questions.
How many people live in the world today? In English, a billion
is 1 000 000 000.
4.5 billion 6.5 billion 8.5 billion
2. How many people will there be in the world in the
year 2050?
8 billion 9 billion 10 billion
3. What percentage of the world’s population lives in
cities?
25% 35% 50%
4. What is the most spoken language in the world?
Chinese Spanish English
A: Will there be new highway in this city?
B: Yes, there will. Will we all have private airplanes?
A: No, we won’t!
B: Too bad!
5. What percentage of the world’s population won’t
have access to sufficient drinking water in 2050?
25% 35% 50%
See Picture Dictionary 11, on page 194,
to find vocabulary related to factors
of economy.
1
Listen to the information and
check your answers.
Listen again. What does Dr.
Case say about the biggest city
in the world?
Write a paragraph about the future of your town or
city. Choose topics from the box, or write about a
different topic.
___________________________________
population ___________________________________
pollution
___________________________________
English
ecology ___________________________________
2
___________________________________
page 143
This town in the future
1. Antes de poner el audio, averigüe con la clase cuales fueron
las respuestas más comunes.
2. Los alumnos pueden hacer el ejercicio 7 en pares o grupos
pequeños y luego compartir su párrafo con la clase.
1. Before playing the listening, check with the whole class to
find out what the most common answers are.
2. Students can do exercise 7 in pairs or small groups and
then share their paragraph with the whole class.
page 165 Unit 5

Unit Five
1
Review Lesson
Grammar and Functions
Making predictions about the weather.
It will be sunny tomorrow.
Look at the symbols and write words that
describe the weather
Making predictions about people’s lives.
Your life will be happy and peaceful.
Talking about your future.
When I finish secondary school, I will go to
high school.
Asking about the future.
What will our town be like in the year 2050?
___________________________________
hot
___________________________________
sunny
___________________________________
cloudy
___________________________________
windy
___________________________________
hurricane
___________________________________
snowy
___________________________________
rainy
Answer the questions with “Yes, I will,” or
“No, I won’t.”
Sugerencias
didácticas
See Grammar Reference unit 5, on
pages 201 and 202 for help with
questions about the grammar in
this unit. See too Picture Dictionary
9 and 10 on page 193 related to the
weather and temperatures.
Unit 5, Life in the Future page 144
Will you go to high school when you finish
secondary school?
_________________________________________.
Will you take a trip on your vacation?
__________________________________________.
Will you help in the house during the vacation
(doing the dishes, making your bed, etc.)?
__________________________________________.
1. Pida que los alumnos identifiquen y repasen las diferentes
funciones de las lecciones 1 a 4 y que actúen diálogos
usando el lenguaje de la caja de repaso.
1. Elicit and review different functions from lessons one to
four and from the review box and have students act out
dialogues using the language.
Unit 5
page 166

Complete the crossword. The number in
parentheses indicates the lesson where you can
find the word.
Complete the dialog with words from the box.
but every day I’ll be
when you will you
Across:
Some people say they can see the future
using a … ball. (2)
When you say what is going to happen
in the future, you are making a … (2)
To express future in negative (1)
A meteorological disaster with wind and
rain (1)
Down:
Not present, not past, but… (3)
Contamination (1)
In some restaurants you get a fortune …
alter your dinner. (2)
Paul: Hi Juan, are you practicing your music
1,000,000 (4)
again?
To express future in affirmative (1)
Juan: Of course. I sing and play the guitar_______ every
_________. day
f
p Paul: Juan, will you go to high school __________ when
u
o ______ you finish this school year?
t c r y s t a l Juan: Yes, of course I will, ____________________
but
u m
l
I won’t go to the university after that
p r e d i c t i o n u
Paul: Why not?
e l
f w o n t
Juan: Five years from now, ________________ I’ll be a
l
f i i
famous singer. I won’t have time to go to
h u r r i c a n e l o
school.
o
l n
n
Paul: I hope you’re right. If you are a famous
singer, ________________ will you sing at my
graduation from university?
Juan: It would be my pleasure.
Make predictions about a friend.
My friend ____________________________________________________________ life.
__________________________ get married___________________________________.
I think __________ have _____________children.
______________will ______________________________________________________.
page 145
Review Lesson
page 167 Unit 5

Unit Five
Lesson
five
Your life in the future
Social practices: Establishing and maintaining social contacts.
In this lesson you will learn: • How to express certainty and doubt when talking about summer jobs.
Do a survey. Ask a classmate the following questions and check his/her answers. Then
answer your classmate’s questions.
My classmate’s name: ____________________________________________.
Questions: Answers:
Will you live with your parents when you are 25? yes maybe no
1
Are you going to find a job easily? yes maybe no
Will you be rich when you are 40? yes maybe no
Is your job going to be interesting? boring so-so interesting
Will you live in a house or an apartment when
you are independent? house don’t know apartment
Add your own question:
____________________________________
yes maybe no
Discover the rule
Match each sentence with its function.
2
1. You will live in a house.
2. She’s going to find a job.
3. We’ll be on summer vacation for two months; the school
will be closed.
a) something that you plan for the future
b) something that is certain in the future
c) a prediction
Sugerencias
didácticas
Read the article and find the most common summer job for your age group.
Unit 5, Life in the Future
Summer jobs for teens in the US
In the US and many other countries, it is common for teenagers to have a summer
job. The most common jobs for students are working as a waiter in a restaurant and
as a salesperson in a store.
In a survey, 1,474 students were asked the following questions:
“Do you plan to have a job in the summer?”
“What will be your job during the summer?”
page 146
1. Averigüe con la clase cuales fueron las respuestas más comunes
en el ejercicio 1.
2. Asegúrese que los alumnos entiendan que dos de los usos
de will son para hechos en el futuro y predicciones, y uno
de los usos de be going to es para planes en el futuro.
1. You can then check with the whole class to find out what
the most common answers are in exercise 1.
2. Make sure students understand that two of the uses of
“will” are future facts and predictions and one of the uses
of “be going to” is future plans.
Unit 5
page 168

In the graph below, you can see the anticipated jobs of the students that were planning to
have a summer job.
Age 13-14 15-16 17 18+
Restaurant /Fast Food
Sales
Babysitting/Daycare
Office Work
Life Guard/Recreation
Gardening
Labor/Construction
Other
Total
Responses
17.3%
11.9%
33.7%
5.3%
10.3%
10.7%
2.1%
8.7%
100.0%
243
28.3%
26.0%
11.3%
9.3%
7.5%
5.9%
1.3%
10.6%
100.0%
389
24.6%
34.9%
6.1%
13.0%
7.4%
2.9%
1.6%
9.6%
100.0%
378
24.0%
32.5%
2.2%
13.2%
6.9%
3.2%
3.5%
14.5%
100.0%
317
(These answers only include students with a summer job.)
Source: JA Interprise Poll / JA Worldwide
1
See Picture Dictionary 12, on page 194
related to areas of work.
Draw a pie chart for your age group. Follow the example for 18-year-olds.
Summer jobs of 18-year-olds
Restaurant /Fast Food
Sales
Babysitting/Daycare
Office Work
Life Guard/Recreation
Gardening
Labor/Construction
Other
Now listen to the responses about jobs
during the year. Use your notebook
and write down how many students of
your age group have a part-time job.
(“Part-time” means a few hours a day
or a few hours a week.)
Ask some classmates about summer
jobs. You can answer with yes, no,
or maybe.
Work in pairs. Student A go to page 169,
activities G and H, and Student B go to page
173, activities G and H.
43% of students
20% of 13 and 14-year-olds
30% of 15 and 16-year-olds
60% of 17-year-olds and older
2
A: Do you plan to have a job in the summer?
B: Maybe.
A: If you get a summer job, what will it be?
B: I’d like to work in the water park. Maybe I can
be a life guard, or sell ice cream.
page 147
Your Life in the Future
1. Pregúnteles si creen que las estadísticas serían las mismas
para los adolescentes en su país y por qué.
2. Averigüe con la clase cuáles fueron las respuestas más comunes.
1. Ask students if they think that the statistics are the same for
teenagers in their country and why.
2. You can then check with the whole class to find out what
the most common answers are.
page 169 Unit 5

Unit Five
Lesson
six
Being adventurous
Social practices: Establishing and maintaining social contacts.
In this lesson you will learn: • How to express certainty and doubt about the future
Look at the pictures and check the activities you enjoy.
Look at the pictures again and write the activity below.
see
my friends
play
____________
soccer
go to the
____________
movies
____________
read a
____________
book
____________
play video
____________
games
Draw four more pictures, and ask a
classmate to write the activities.
Complete the email with the verbs from the box.
do eat go play rent
________________
________________
________________
________________
Dear Patsy,
These are my plans for the weekend:
On Friday, I definitely won’t do my homework. I’ll do it
on Sunday morning. On Friday, I’m going to watch TV and
__________. play
On Saturday, I’m going to __________ do sports in the park
with my friends. I’ll probably __________ eat lunch at my
friend Mike’s house. Maybe we’ll __________ rent a movie in
the afternoon.
On Sunday morning, I’ll do my homework.
Maybe you and I can go to the movies on Sunday afternoon.
Can you __________? go Write soon!
Sugerencias
didácticas
________________
________________
________________
________________
Unit 5, Life in the Future
Discover the rule
Choose the correct option.
‘Definitely’, ‘probably’, and ‘maybe’ are used to express degrees
of: certainty / possibility
page 148
1
1. Pídales que pongan en orden de acuerdo con el grado de
certeza las palabras definitely, probably y maybe.
1. You can also ask students to put “definitely”, “probably”,
and “maybe” in order of degree of certainty.
Unit 5
page 170