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Unit 20: My future world

Day one: Let's talk about our future

Objective

  • Students will be able to communicate orally about education and preparing for college.
  • Students will work collaboratively with Teacher and with classmates.
  • Students will use short oral paragraphs.

Setting the Stage (5 minutes)

Teacher, dressed in clothing that illustrates a teaching job or teaching career, walks around the classroom and "models" the clothing. Teacher encourages students to ask him or her questions about the clothing.

Input (20 minutes)

Teacher presents the teaching career or job by

  • Explaining why he or she chose that job
  • Describing what kind of training or education he or she needed to have for that job
  • Describing the work or job environment he or she experiences every day
  • Describing the monetary gains for that job
  • Describing the positive personal and professional aspects of the job
  • Describing the negative personal and professional aspects of the job
  • Referring to the collage he or she has prepared in advance for illustration of all of the above

Guided Practice (50 minutes)

Activity 1

Teacher writes the following information on the board:

You feel really lost. The university is really large.
A.   Find a student who has been at the university for a year or more and follow him or her.
B.   Do not miss any orientation meetings.

You are not sure whether you've chosen the best classes for yourself.
A.   Go and talk with a counselor.
B.   Call your parents.

You're really afraid that you may not do well on tests and exams.
A.   Study hard every day.
B.   Don't worry too much and really study hard just before the test.

At the university, you are on your own. No one is monitoring you.
A.   Watch your friends and do what they do.
B.   Find the best way for you to study.

A friend suggests going out at the end of the week.
A.   Don't go out. Stay at home and study.
B.   It's okay to have some fun. Go out.

Students, in pairs, discuss giving advice to someone who wants to study at a college or university. Students choose which option is best or suggest a third one.

Activity 2

Teacher writes the following categories on the board and then 10 sentences below. Student pairs discuss which sentence goes with which category.

  • PLAN WELL
  • IMPROVE YOUR MEMORY
  • PRACTICE WRITING
  • STUDY HARD
  • FIND THE BEST STYLE OF STUDYING FOR YOURSELF
  • USE LITTLE TRICKS TO REMEMBER INFORMATION
  1. Make a list of your most important things to do.
  2. Get plenty of rest before a test.
  3. Figure out which time of day is best for you to study.
  4. Help yourself with little memory tricks.
  5. Don't wait until the last moment to study.
  6. Write with a clear and simple style.
  7. Save some time before the end of the test to review your answers.
  8. Try to explain the material to a friend before taking the test.
  9. Get together with friends to study.
  10. Go for a long walk or do some physical exercise the day before the test.

Closure (10 minutes)

Students, individually, prepare 10 questions they might ask someone who works in their school. For example:

What are the positive and negative aspects of your job?
What training or education did you need to get this job?

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