Competency Focus

Chapter Into the Future The children will:

9 Overview
Literacy Development
• use reading skills to understand
use critical thinking
skills to deduce the
activate new
vocabulary and
work in pairs to
act out a dialogue.
relate the story theme
to their personal
research technology
for the home in the
and predict content meaning of new apply new grammar (Lesson 3) experience. (Lesson 4) future. (Lesson 7)
The children will: • relate story theme vocabulary. (Lesson 1) knowledge.
work in pairs to invent and write their
• use critical thinking skills to identify city and to personal (Lesson 2)
predict the content of talk about their own description of a
environment vocabulary. experience a story. (Lesson 3) apply new grammar predictions. school in the future.
• talk about life in the future using will/won’t. • use relative rules in a familiar (Lesson 6) (Lesson 8)
• read and understand a story clauses with context. (Lesson 5)
about memory and computers. evaluate their own
who/where/
progress in the
• ask about the future. that chapter. (Review)
• find out about houses
of the future.
• write their own description
of a future school.

Key Vocabulary Functional Language

Cities: area, bike path, building, downtown, pollution, • What’s the matter?
sidewalk, traffic, tram, village, wildlife • I’m worried about … tomorrow. Digital Overview • Speaking Assessment: CEYLT
• Literacy Handbook
Technology: driverless, gadgets, rechargeable batteries, • Good luck! I’m sure you’ll … Presentation Kit
recyclable, solar panels, touch screen controls, wind Projectable Student Book, Activity Book, Student’s Resource Center
and Reader pages Resources for consolidation and practice at home
turbines, wireless
Spelling • Vocabulary Tool 9A: Cities • Interactive Grammar 9A: Future: will/won’t
Suffixes –able and –less • Vocabulary Tool 9B: Technology • Interactive Grammar 9B: Future: will questions
Key Grammar • Oral Storytelling Video 9: The Strawberry—a Modern Myth • Vocabulary Tool 9A: Cities
• Interactive versions of selected SB and AB activities • Vocabulary Tool 9B: Technology
Future: will/won’t CLIL: Science—Future living • Integrated Audio and Answer Key for all activities • Oral Storytelling Video 9: The Strawberry—a Modern Myth
• In the future, everyone will travel by
The children find out about houses Teacher’s Resource Center Student’s App
bike or tram / you won’t need a car.
of the future. Resources for planning, lesson delivery, Vocabulary games: Cities and Technology
Future: will questions and homework
• Will we drive cars? • Class Planner Chapter 9
• Yes, we will. / No, we won’t. • Worksheets to print out (including notes and answers): Watch the Oral Storytelling Video
• What will people wear? – Grammar Worksheet 9A: Future: will/won’t
– Grammar Worksheet 9B: Future: will questions
– Oral Storytelling Video Worksheet 9: The Strawberry—
a Modern Myth
Reading Skills – CLIL Graphic Organizer 9
Story: The Memory Bank – Test Chapter 9 and End-of-year Test
Genre: science fiction story • Test Generator

200 Chapter 9 Chapter 9 201

Chapter Lesson 1

9 Into the Future

Lesson 1
Cooler: Play “Ready, Set, Draw”
Play the game using vocabulary from the lesson
(see Games Bank p. 222).
Vocabulary
Lesson objectives: identify and use city/environment vocabulary
Competency Focus
Key vocabulary: area, bike path, building, downtown, pollution, sidewalk,
traffic, tram, village, wildlife Think! Critical Thinking
Materials: Class CD The children use critical thinking skills to understand
the new vocabulary by using visual clues and
processing the written and spoken forms.

Boy: No, there aren’t. Look—people live in these 1 Unscramble and write the words.
Warmer: Brainstorm town vocabulary apartments in villages around the city. The children unscramble and write the labels.
Have the children think of ten places in their own town or Girl: Where are all the cars? Elicit answers.
where they live, e.g. shopping mall, school, park, etc. Have Boy: There aren’t any cars. There isn’t much traffic, only Answers
them raise their hand when they have a list of ten places. buses and trams that carry a lot of people. Trams are like 1 buildings 2 pollution 3 downtown 4 traffic 5 sidewalk
Choose a child to read out their list. Remind the children electric buses. And there are a lot of bike paths so you don’t 6 village 7 wildlife 8 bike path 9 area
that green means eco-friendly. Ask Is your town green? have to ride your bike on the road. Look at these amazing
What makes it green? sidewalks. They’re high up in the sky above your head. It’s 2 Write true or false.
really safe to walk around this city. Read out the first sentence and elicit why it is true.
Girl: So, is this the city of the future? (Trams are electric.) The children write true or false for
1 2.23 Listen and check (✔) the things that Boy: No. This city is being built now, in China! the other sentences. Elicit answers, including the correct
are in this eco town. Answers version of the false sentences.
• Ask the children to look carefully at the places in the ✔ by: buildings, trams, bike paths, sidewalks, trees Answers
picture and read the words supplied. 1 true 2 false 3 false 4 true 5 true
2 2.23 Listen again and write the words below
• Play the CD. They check the places in the eco town.
the clues. 3 Circle the words in Activity 1 that describe
Elicit answers. Whenever you elicit answers, remember
to check with the class to see if they agree. • Ask the children to look at the first clue and study the where you live. Tell a friend.
words supplied. The children think about their own town or village
• Play the CD again and ask them to say where the city
is and if it exists already. (The city is being built now • Play the CD again. The children listen and write the and circle the appropriate words in Activity 1. They
in China.) word for each definition. Elicit answers. then discuss where they live with a friend. •
Presentation Kit Use Vocabulary Tool 9A to pre-teach
Answers key vocabulary. Use Slideshow to introduce the words and
4 Choose a way to categorize the new words in Distort to review/test.
Audioscript
1 building 2 downtown 3 area 4 wildlife 5 pollution your notebook. • Play “Kim’s Game.” Use Spotlight on each key item pictured
Boy: Wow! Look at this place. This city looks great. Look 6 village 7 traffic 8 tram 9 bike path 10 sidewalk in SB Activity 1 to elicit the word. Divide the class into
Have the children brainstorm appropriate categories
at the buildings downtown. This city has a lot of different teams. Use Stopwatch to give them one minute to
in pairs. Prompt as necessary, e.g. country/city/both,
areas. That’s the business area. The buildings are very tall Optional activity: Play “Back to the Board” memorize the items, then one minute to recall them.
transportation/places/other, alphabetical order. The Repeat several times.
and have offices in them. And there are a lot of green areas
for wildlife where you can see plants and birds. Everywhere
Play the game using new vocabulary introduced in this children choose the best categories for them and list the • tip Use the arrow in the Audio pop-up window to see the
lesson (see Games Bank p. 222). words in their notebook. Audioscript for SB Activity 1.
looks beautiful and the air isn’t dirty. It’s clean because there
Answers
are so many trees. There isn’t any pollution.
Girl: Are there any houses? Children’s own answers.

202 Chapter 9 Chapter 9 203

L e sso n 2 Lesson 2

Cooler: Palm reading

Grammar Walk around the class asking children to show you their
palm, and pretend to read it. Make some fun predictions,
Lesson objective: talk about the town of the future
e.g. You will be very rich and have six children. Have the
Key grammar: future—statements
children make their own fun predictions in pairs.
Secondary language: business, transportation, entire
Materials: Class CD; Grammar Worksheet 9A [TRC printout] (optional)

Competency Focus
Learn
By reading the text and completing the activity, the
children demonstrate their understanding of the new
grammatical structures.

1 What will life be like in Skytopia? Complete

Warmer: Play “Bingo” Grammar Central with will or won’t and the correct verb.
Play the game using vocabulary from Lesson 1 Future: will / won’t The children complete the sentences using will/won’t +
(see Games Bank p. 222). Have the children complete the grammar examples. Elicit the correct verb from those supplied. Elicit answers.
answers. Elicit rules for using the future forms (will/won’t + Answers
verb). They write a positive and a negative example in their 1 will live 2 won’t walk, ‘ll fly 3 will grow 4 will be,
1 2.24 Listen and read. Which town do you notebook. See also the Grammar Reference sections in won’t be 5 will have
think should win the competition? the Student Book (p. 103) and Activity Book (p. 104) for
• Tell the children they are going to judge a competition. further explanation and practice. 2 Choose six verbs and write sentences about
Ask them to look at the two pictures and describe
Grammar Central Answers: will, won’t
you. Talk to a friend.
the towns. The children choose six verbs to make sentences about
AB Answers Activity 1: 1 will/won’t be 2 will/won’t have
• Play the CD twice. The children listen and read along. their future, e.g. I will travel around the world. They then
3 will/won’t live 4 will/won’t travel or go 5 will/won’t swim
Ask Who should win? Why? share their ideas in pairs.
6 will/won’t play
Answers Answers
Children’s own answers. Children’s own answers.
3 Talk to a friend. Imagine a future town.
2 Write the letter of the town. • Choose two children to read the example dialogue. 3 Check (✔) the features that would be in
• Have the children read the texts again and underline
your perfect town. Then write your
• Divide the class into pairs to practice the dialogue using
the verbs will and won’t. Then ask them to read the
competition entry.
the sentence openings supplied and ideas of their own.
sentences and identify the town described each time, Have pairs perform for the class. The children check the features that they would have in •
Presentation Kit To give feedback on AB Activity 2, have a
their perfect town and add two of their own. They then child write a personalized sentence about the future. Elicit
writing A or B. Elicit answers. who wrote the same thing by a show of hands. Use Eraser
Optional activity: Make a poster—My future town write their competition entry. Have children read their
Answers to clear. Repeat with children who have different ideas.
Have the children imagine a town in the future. It could be entries for the class. Discuss with the children how they
1A2B3B4A5B6B7A can make their entry the best. (Use exciting language,
• tip Use Notepad to note weaknesses in the children’s
their own town/city or an imaginary one. Ask them to draw vocabulary, grammar, or pronunciation so you can revisit in
a picture, label the places and write a paragraph about it e.g. lots of interesting adjectives, unusual ideas.) later lessons.
using will and won’t. Answers •
Teacher’s Resource Center For extra grammar practice,
print out Grammar Worksheet 9A.
Children’s own answers.
•
Student’s Resource Center The children can use
Interactive Grammar 9A at home.

204 Chapter 9 Chapter 9 205

L e sso n 3 Lesson 3

4 What memories are stored on Dax’s chip?

Reading: Story Extract Think and write.
Lesson objectives: talk about important events; use the title and pictures to predict story content; Elicit suggestions on what memories are stored on
read the extract from the science fiction story The Memory Bank (start) Dax’s chip. The children write their own ideas, then
Functional language: What’s the matter? I’m worried about … tomorrow. Good luck! I’m sure you’ll … compare with a friend. Elicit ideas.
Secondary language: store, full, the rest of Answers
Materials: Class CD; picture of a town (Warmer); memory game cards (Cooler)
Children’s own answers.

Cooler: More memory fun

Make two sets of flashcards (pictures and words) with town/
city vocabulary from Lessons 1 and 2. Have the children
study the cards. Give them one minute to remember the
details. Remove the cards and ask them to remember words
or details from the pictures. Ask Is it easier to remember
1 Cross out the incorrect word. Then choose, pictures or words?
complete, and act out.
The children identify which phrase is incorrect.
Competency Focus
(amazing) They then choose one of the others and act
out the dialogue with a friend. Encourage the children to Collaborate and Communicate
use what they know to adapt and extend the dialogue. The children work together, putting into practice new
Have pairs act out their dialogue for the class. functional language by acting out a realistic dialogue.
2 Read the story in your Student Book. Check
(✔) the sentences that describe the story. Think! Critical Thinking
Then circle the story type. By analyzing visual clues and deducing from the
Warmer: Memory test
THE
HUGNIRGARFFYE

Before reading The children read the Student Book story extract again, context, the children use prediction skills to help them
Show the children a picture of a town for one minute. then check the sentences that describe it. They then engage with the story.
3 Look at the story. When do you think the story
Then remove the picture. Have the children write a list of circle the story type.
takes place?
all the items they can remember. See who got the most. Answers
• Have the children study the story pictures. Ask Where
Ask Do you think you have a good memory? ✔ by 1 and 2
are they? What are their clothes like?
circle: science fiction
• Ask When do you think the story takes place? Elicit
Functional language ideas. (in the future) 3 Circle.
The children read and complete the sentences by
1 2.25 Listen and read. 4 2.26 Read the story extract and answer.
choosing the correct option in each pair. Elicit answers.
•
Presentation Kit Display the AB page for Activity 4
review. Have children use Pen to write one of Dax’s stored
• Play the CD. The children listen and read along. • Have the children read the story and answer question 1. Answers memories. Use Eraser to clear and repeat with children
• Play the CD again for them to repeat. • Play the CD. They listen and complete their ideas for 1 more 2 information about planets 3 stored on a chip who have different ideas. Have a class vote on the most
questions 2 and 3. interesting memory.
• Divide the class into pairs to practice the dialogue. 4 confused 5 after
• Elicit answers, but do not confirm predictions: explain
• tip Give children the opportunity to be your assistant! Ask
a child to be responsible for choosing the relevant buttons
2 Imagine your friend has an important that they will have to read the story to find out. (e.g. Answer Key).
event tomorrow. Wish them luck. Answers • tip With Answer Key, you can show the answers all at once

• Choose two children to read the example dialogue. or one by one to customize feedback.
1 He needs to store some memories because his brain is full.
• The children practice in pairs using the prompts 2 & 3 Children’s own answers.
supplied and adding details. Have pairs do a dialogue
for the class.

206 Chapter 9 Chapter 9 207

Reader Reader

Lesson objective: read and understand the science fiction

story The Memory Bank in the Reader
12
Materials: Class CD; Reader; Oral Storytelling Video Worksheet 9 [TRC printout] (optional)
1 The next day …
Dr. M: I’m Dr. Munro. How can I help you?
use my brain is full. My space Dax: Come with me to see
Dax: I need to store some memory beca Dr. Munro.
exam is soon and I’ll need all my memory
for that. Warmer: Yes or no? Story Time
Mia: Who’s he?
Practicing authentic intonation
2
information your brain doesn’t Dax: He’s the doctor who works at the Recap the story extract using yes/no sentences. Make
Dr. M: The computer will download the memory bank. This dialogue story is really a play and lends itself to
s your mem ories. Don’t worry, it won’t statements about the story and have the class answer yes or
need. This is the chip that hold acting out and creating a class performance using
hurt! 13 no, e.g. Dax loses all his memories. (no)
Mia: Will I get an A+, too? costumes, props, etc. It provides an opportunity to
Dax: Great! Let’s do it. you might remember
Dr. M: You’ll have all the information, but improve pronunciation and authentic intonation, and
3 it differently. stress patterns through repetition. You could take it a
of your memory. Good luck Story Summary
Dr. M: Come back when you need the rest
on the exam! 14 step further and prepare your performance for the end
Dax and Mia are students living in the future who are
Students: But that’s cheating! of the semester or to perform for another class.
4 studying space at school. They ask a doctor to store some of
where I live! Mia: I feel bad.
Dax: This is no good. I can’t remember their memory to help with an upcoming exam. By accident,
Dax: Don’t worry. Let’s get a drink. Reading Strategy
6 the doctor saves Dax’s memory in Mia’s brain. Mia decides
Mom: Hi, Dax, what’s the matter? 15 Think–Pair–Share
Dax: Seaweed shake, please.
to erase her memory and take the exam the following year.
Dax: Where do we live? Think–Pair–Share can be used before, while, and
that goes to Kepler Village. Mia: That’s my favorite, too! Theme: the importance of being honest
Mom: Take the K2 – that’s the sky tram after reading. The children work individually, then in
We live in Building 17, downtown. 16 pairs or in groups of three, and then as a class. Ask
here so there’s a lot of wildlife.
Dax: I like to sit here. There’s no pollution
7 s. 2.27 While reading questions related to the story which the children
Later … Mia: So do I. Cool! We like the same thing
think about on their own, then discuss in pairs before
Mom: But Dax, you love pancakes, reme
mber? 17 • Have the children look at the pictures in the Reader and
my dog, Apollo, here because sharing their ideas with the class.
how long it takes to travel to different Mia: When I was young, I used to walk identify the main characters.
Dax: No, I don’t remember. I know
there was no traffic. What a grea t dog! For additional explanation and activities, see the
solar systems, though! • Play the CD. The children listen and read along. Ask
18
Literacy Handbook on the Teacher’s Resource Center.
8 we should go see Dr. Munro. Does Mia remember Dax? (yes)
That Thursday … Dax: Oh, no, Apollo was my dog! I think
am I taking the exam? • Ask questions to check comprehension, e.g. What
Dax: Mom, I’m on the bike path. Where 19
Space Academy. Good luck! You lem with the computer. Some happens to Mia? (She trips over Dax’s bag and hurts Cooler: Make predictions about the future
Mom: The building is called the Meteor Dr. M: Um, it’s bad news. There was a prob
chip we gave Mia. Dax’s memory her head.) Why is Dax taking Mia to see Doctor Munro?
won’t need it! You’re a great student, reme
mber? of your old memories were saved on the
it completely or she will lose all Have the children make predictions about the future using
is growing on her brain. We need to erase (to download Dax’s exam information into her brain)
Dax: Um …
of her own memory, forever. will/won’t. Agree categories, e.g. Transportation, School,
• Have the class read the story again in groups of five.
9 Clothes, etc. Elicit answers.
20 Allocate the roles of Dax, Dr. Munro, Mia, Mom, and
A few weeks later … and take the exam next year.
Mia: It’s OK. I’ll just learn everything again
Dax: An A+! Tutor. Encourage them to practice correct pronunciation
21 and intonation (see Story Time).
Mia: Aaargh!
Dax: Will she remember me, Doctor?
thing.
10 Dr. M: I don’t know. She might forget every After reading: Reflect •
Presentation Kit Use Mask to conceal the story. Uncover
Tutor: Mia, are you OK? random points and elicit what the children can see. Elicit
22 • Ask questions to give the children the opportunity to
Dax: I’m so sorry. revised predictions.
Dax: How are you feeling?
Mia: My head. think about the issues raised by the story, e.g. Is Dr. • Oral Storytelling Video 9 contains a different story on a
rest at home. Mia: I’m OK, Dax.
Tutor: I think you’re OK, but you need to Munro a good character? Do you think Dax and Mia related theme (The Strawberry—a Modern Myth). Watch and
She’ll fail, and it’s all my fault. Dax: You remember me!
Dax: She’s taking her exam next week. ked me over! were cheating? What would you do? discuss it together at the end of the lesson.
Mia: Of course. You’re the boy who knoc •
Teacher’s Resource Center Print out Oral Storytelling
11 Come on! Let’s get a seaweed shak e. Optional activity: Extend the story
You can download some of Video Worksheet 9 to help you get the most out of
Dax: I’d like my old memories back now. the video.
don’ t need it ... but can I share that Tell the class to introduce a new character into the story,
my exam information to the chip. I 23
information with a friend? Dr. M: We won’t use this again. e.g. another person who visited Dr. Munro’s memory lab. •
Student’s Resource Center The children can watch Oral
Storytelling Video 9 at home.
Ask them to make up their own dialogue for an extra scene.
Choose children to perform their dialogues for the class.

208 Chapter 9 Chapter 9 209

 L e sso n 4 Lesson 4
Optional activity: Definitions quiz
4 Connect to Me
Have the children prepare three quiz questions in pairs,
Elicit examples of a time when the children tried
Reading Comprehension and Critical Literacy defining a person, a place, and an object, e.g. It’s a place
to help but it went wrong. They write their own
Lesson objectives: understand and evaluate the story; relate story theme where we borrow books. (the library) Choose pairs to read
out their quiz questions for the class to guess. response, then compare with a friend.
to personal experience; give extra information using relative clauses
Materials: Class CD; Reader; Oral Storytelling Video Worksheet 9
[TRC printout] (optional) Cooler: Our memory bank
Tell the children that they are going to make a class
memory bank. Ask them to choose a treasured memory
to store in it. Ask children to talk about memories they
want to keep forever.

Competency Focus
Me: Critical Literacy
Note: Please ensure that your class has read the Reader story 3 Critical Literacy The children use critical literacy skills to reflect on the
before you do this lesson. theme of the story and relate it to their own experiences.
• Ask Do you think Mia is cheating? Analyzing characters’
motivations is a good way for the children to engage
Warmer: Story recap with the story. Have a class vote.
Write key events from the story on the board in random • Discuss the character of Dax, eliciting adjectives to
order, e.g. Dax went to the memory bank. Dr. Munro stored describe him at different stages of the story, e.g.
some memories. Dax forgot many basic things. Have the intelligent, forgetful, helpful, worried. Ask What does
children put them in the correct order to tell the story. Dax learn? Making comparisons and considering how 1 Compare Dax’s memories and yours.
the character changes as the story progresses helps Make notes.
readers understand the underlying message of the story. The children note a memory for Dax for each topic, then
1 2.27 Read the story in your Reader. note memories of their own. Elicit responses.
• Have the children read the story. (Alternatively, play the Writing Workshop Answers
CD and have them read along.) Elicit whether they were Using relative clauses to give more information Children’s own answers.
correct in their predictions in Lesson 3 Activity 4.
• Ask Why is the place called the Memory Bank? Elicit 4 Find information about these people, 2 Draw lines to make sentences.
answers. (It’s a place where you can store memories.) places, and things. Write your own Elicit when who, where, and that are used. (for a
relative clauses. person/a place/a thing, respectively) The children then
2 Comprehension Have a child read the example. Read the Writing draw lines to complete the sentences. Elicit answers.
• Have the children find the information in the story. Tools box together. Elicit one more example for each Answers
Check answers with the class, asking for their opinions word (who, where, that). The children write relative •
Presentation Kit Show the Reader story picture by picture
1 where d, 2 who e, 3 that c, 4 that b, 5 who f, without Audio. Minimize the screen. Use Stopwatch to give
about the ending. clauses using the prompts supplied in their notebook. 6 where a the children two minutes to recall the main events of the
Answers Elicit answers. story in pairs. Elicit answers, showing the story pictures
Answers 3 Write about your memories in your notebook. to confirm.
1 He works at the Memory Bank./He’s a scientist. 2 A+
3 Some of Dax’s memories were on the chip that Dr. Munro
Use the Story Creator. • Children use Highlighter to identify the relative clauses in
Children’s own answers. the Reader story.
Use the Story Creator to elicit ideas. The children write
gave to Mia. 4 Children’s own answers./Yes!
about their memories in their notebook, then compare
• If you haven’t already, show Oral Storytelling Video 9
(a different story on a related theme).
5 Text Connections with a friend. Have children read out their memories for •
Teacher’s Resource Center If you haven’t already, print
• Ask the children if their own computer has ever gone the class. out Oral Storytelling Video Worksheet 9.
wrong and what happened. Elicit other examples of
technology going wrong in real life or a story.

210 Chapter 9 Chapter 9 211

L e sso n 5 Lesson 5

Cooler: Class vote

Grammar and Reading Have the children recap what things they think will be
Lesson objectives: ask and answer questions about the future better/worse in the future. Then have a class vote on
Key grammar: future—questions with will whether they think life will be better or worse.
Secondary language: gas, energy, memory stick
Materials: Class CD; Grammar Worksheet 9B [TRC printout] (optional)
Competency Focus
Learn
The children demonstrate their understanding of the
new language by reading the text and completing
the activity.

Warmer: Review will and won’t 1 Complete what Hamish is thinking. You can
Grammar Central use the phrases more than once.
Write computers, travel, houses on the board. Have the Future: will questions The children complete the text using the words supplied.
children make predictions about the future for each topic. Have the children complete the grammar examples. Elicit Elicit answers.
Encourage them to make positive and negative statements. answers. Elicit the rules for making future questions. (will Answers
+ subject + verb) They write further examples in their 1 What will 2 Will 3 Who will 4 Where will 5 What will
notebook. See also the Grammar Reference sections in 6 Will 7 won’t 8 How will
1 2.28 Listen and read. Does Rufus think life
the Student Book (p. 103) and Activity Book (p. 104) for
will be better or worse in the future? 2 Unscramble and write. Then ask
further explanation and practice.
• Ask Do you think life will be better or worse in the and answer.
Grammar Central Answers: Will, will, won’t, will
future? Then play the CD. The children listen and say The children unscramble and write the questions.
Rufus’s opinion. (He thinks life will be better.) Ask Do Elicit answers. They then ask and answer in pairs. Fast
you agree with him? Elicit responses. 3 Talk to a friend about the future. Use the finishers can make other questions. Have pairs ask and
• Play the CD again and ask the children to listen for questions in Activity 2. answer for the class.
what each child says about the future. Elicit answers. • Choose two children to read the example dialogue. Answers

2 Write questions about the future. • Divide the class into pairs to practice asking and 1 What will buildings look like in the future? 2 What will
answering the questions in Activity 2. Elicit ideas. be on TV? 3 What will you eat? 4 Where will you go
• Have the children look at the first question about the
on vacation?
future. Explain that they need to reorder the words and Optional activity: A visit from the future
use will to form the questions. Have the class prepare two or three questions to 3 Write questions and predictions about •
Presentation Kit Use Mask to hide SB Activity 1 text.
• The children write the rest of the questions, then interview someone from 100 years in the future, e.g. next year. Uncover the story line by line, eliciting predictions before
showing each line.
compare with a friend. Elicit answers. What will people eat? Have children come to the front The children write their own questions and
Answers of the class and act as the time traveler and answer answers, choosing from the prompts supplied. • tip Give the children as many opportunities as possible to
use the digital resources—completing interactive activities,
1 What will people wear? questions from the class. Elicit their predictions. showing answers, writing and drawing on the board, etc.
2 Where will we live? Answers Encourage less confident children to participate, because
this will help them engage.
3 What will children learn in schools? Children’s own answers.
•
Teacher’s Resource Center For extra grammar practice,
4 How will we travel? print out Grammar Worksheet 9B.
5 What will computers be like? •
Student’s Resource Center The children can use
Interactive Grammar 9B at home.

212 Chapter 9 Chapter 9 213

L e sso n 6 Lesson 6

Spelling Central 2 Check (✔) if you agree or cross (✘) if you

disagree. Then talk to a friend.
Vocabulary, Listening, and Spelling Words that end in –able/–less
A child reads out the example. Have the class raise
Lesson objectives: identify and talk about technology; Write rechargeable and wireless on the board. Ask
their hand if they agree. Ask them to check or cross
practice spelling words with suffixes –able and –less the children to identify the endings and explain the
next to the sentence. They then read the other
Key vocabulary: driverless, gadgets, rechargeable batteries, word suffix. Have the children read the predictions in
sentences and mark a check or cross. In pairs, they
recyclable, solar panels, touch screen controls, wind Activity 1 and circle more suffixes. Then have them
say if they agree or disagree, and give reasons why.
turbines, wireless complete the chart. Give more examples of other
Secondary language: biometric, interactive, controls words with similar suffixes, e.g. fashionable, valuable, 3 Use the code to find the first part of the
Materials: Class CD; picture of a futuristic car (optional) countable, careless, useless. word. Then complete the word with the
Answers correct suffix: –able or –less.
Circled and in chart: Ask the children to find what letter corresponds
–able: rechargeable, recyclable to 3A. (w) Work through the example with them,
–less: wireless, driverless showing how you add a suffix to make the answer.
(wireless) To practice the Spelling Central feature,
the children figure out the other words, using
Optional activity: Design a car of the future the code and adding the appropriate suffix.
Everything will be interactive! I’m sure I’ll get married Show the children a picture of a futuristic car. If you do not Elicit answers.
Warmer: Pre-teach vocabulary and I’ll have children. There will be electric cars that have have a picture, elicit ideas of what a futuristic car might Answers
Pre-teach the vocabulary by giving definitions or sentences rechargeable batteries. I really want one of those! look like. Have the children draw a picture of their car of the 1 wireless 2 recyclable 3 comfortable 4 driverless
showing the words in context, e.g. Driverless means there’s Woman: What about you, Jemima? future. Ask them to label any gadgets it has and write two
no driver. My cell phone has touch screen controls—you Jemima: When I’m 26, I won’t be married. I will live in or three sentences about how it works.
touch the screen to make it do different things. Repeat the another country, where there are mountains, because I want Cooler: Play “Spelling Bee”
definitions/sentences, pausing to elicit the key word. to travel and I love walking. I think I will have an apartment
in a city somewhere. It will be really clean because Play the game with technology words from the
everything will be recyclable. I love animals so I will work as lesson (see Games Bank p. 222).
1 2.29 Listen to Sam and Jemima talking
a vet. I will go to college to study before that, of course. I
about their predictions. Write S (Sam)
don’t think I’ll have a car because I like to bike everywhere.
and J (Jemima). Competency Focus
I think roads will be much safer in 15 years and buses will
• Ask the children to study the list of predictions. Have be driverless—they will be controlled by computers. I expect Collaborate and communicate
them focus on the highlighted words and match them to see a lot of technology that’s used to save energy in the The children work together and use their interpersonal
where possible with the correct pictures. future. So there’ll be more wind turbines and everyone will skills to make predictions about technology in the
• Play the CD. Have them listen and identify each have solar panels on their houses. future, incorporating the new vocabulary.
prediction as Sam’s (writing S) or Jemima’s (J). Answers
Elicit answers. 1 J 2 S 3 J 4 S 5 S 6 J 7 S 8 S 9 J 10 J
• Play the CD again. Ask Do you think your own life will
be more like Sam’s or Jemima’s? Elicit responses. 2 Talk to a friend about your predictions. •
Presentation Kit Use Vocabulary Tool 9B to pre-teach
Use the words in Activity 1. key vocabulary. Use Slideshow to introduce the words and
Audioscript Picture Dictionary to review/test.
• Choose two children to read the example dialogue.
Woman: What do you think life will be like for you in the Then divide the class into pairs to make predictions
• tip Use Notepad for easy access to a link to the futuristic car
picture for the Optional activity.
future? Sam, where will you be in 15 years? about future technology. Elicit ideas. • tip Use Stopwatch to set a time limit for the SB Spelling
Sam: Hm, in 15 years I’ll be 26, so I think I will have a job. 1 Complete. Central activity. Have children use Highlighter to identify
I really like math and science so I’ll work in a company that words that end in –able/–less on the page, and Pen to
The children complete the text using the words supplied. complete the chart.
makes gadgets. I’ll live in the countryside in a house with a
big yard. It’ll be a really modern house. Everything will be
Elicit answers. •
Student’s App Encourage the children to play the games
Answers on their smartphone/tablet.
wireless. It will have touch screen controls for everything.
1 solar panels 2 touch screen controls 3 recyclable
4 wireless 5 driverless

214 Chapter 9 Chapter 9 215

L e sso n 7 Lesson 7

Cooler: What’s missing?

Write key vocabulary items from the chapter on the board,
CLIL: Science—Future living
e.g. digital, wireless, screen, gadget, etc. Have the children
Lesson objective: find out about houses of the future
close their eyes while you erase one word. The children look
Materials: CLIL Graphic Organizer 9 [TRC printout] (optional)
and say which word is missing. Continue until all the words
are erased.

Competency Focus
Act
The children carry out research to find out more
about the uses of technology in the future. They
consider a global trend and relate to the wider world.

3 Find Out More! 1 Read and circle.

Warmer: A future house
• The children research what people will want in Ask How can we recognize people’s identity? The
Draw a large square on the board to represent a house and their homes in the future to improve their lives. The children read and complete the text by circling the
divide it into four smaller squares for the kitchen, living Search Engine feature gives support on where to look. correct option in each pair. Elicit answers.
room, bathroom, and bedroom. Ask the children for their The children will need to complete this research before Answers
ideas of what houses of the future might have in each room. doing the follow-up activity in the Activity Book. 1 a different 2 someone 3 passports 4 chip 5 use 6 future
(It could be set as homework.)
2 Use your Student Book research to make
1 Read and number the pictures. Optional activity: Play “Running Board Race” an Info Card. Write about what people
• Ask What are the pictures of? Play the game using long sentences from the text want in their homes in the future.
• The children read the text and match the pictures and (see Games Bank p. 222). Divide the class into groups. Have the children pool
paragraphs by numbering the pictures. Elicit answers. the information they learned from their research in the
Student Book and the Activity Book. They write about
• Have the children read the text again. Ask How will
and illustrate their ideas individually. Have the groups
you get into the house? (a fingerprint reader/biometric
present their Info Cards to the class.
entry system)
Answers 3 Design a house for the future.
kitchen 2, bathroom 3, bedroom 4, entrance 1 Divide the class into groups. They follow the Try It Out
instructions to discuss and plan their house. Ask groups
2 Discuss. to present their future homes to the class.
• Discuss with the class if having so much technology in •
Presentation Kit tip When using the board for
4 Select and store information on this topic in “heads-up” teaching, give the children as much
our homes is a good or bad thing. Divide the class into the Class Info Hub. opportunity as possible to participate. Make sure you ask
pairs to discuss and share their opinions with reasons. plenty of questions to give them the chance to engage
Have the children vote for the most interesting Info with the text.
Cards and house designs. Archive these in your • tip You can position the Navigation Pane and Tool Bar on
Class Hub (see p. 41) in a folder called Chapter 9 the left or right of the screen. Choose Swap sides to change.
Future Homes. •
Teacher’s Resource Center Print out CLIL Graphic
Organizer 9 for the children to use in collating their
Find Out More! research.

216 Chapter 9 Chapter 9 217

L e sso n 8 Lesson 8

Competency Focus
Me
Writing Project The children invent and write their own description
Lesson objectives: review language from Chapter 9; write a description of a school in the future, exploring their imagination
of a future school and present it to the class and creativity.

Warmer: Vocabulary review Showcase Grand Quiz Central

See p. 43 for details of how to take the quiz.
Ask the children to think about all the new words they have 3 Present your school to the class.
Answers
learned in the chapter. Ask them to choose their top three • Choose children to read their descriptions to the class.
1 pollution / wildlife 2 a fingerprint reader / face
most useful ones. Elicit suggestions. Have children spell Encourage the children to give their story atmosphere.
recognition 3 I will or I’ll … 4 will / drive 5 We’ll
them aloud. Write the words on the board. They could use sound effects if they want.
talk to computers and won’t need to type. / We’ll live
Reflect under the ground. 6 People won’t live on the moon./
Prepare We will be able to store our memories. 7 any one of:
4 Vote for the best description of a recyclable, comfortable, fashionable, rechargeable/
1 In groups, talk about what school will be like in future school. driverless, wireless 8 at the Meteor Space Academy / at
the future. • Have children comment on which description they the Memory Bank 9 sidewalk / downtown 10 Children’s
• The children discuss their ideas about future schools in liked best and why. Have a class vote for their favorite. own answers.
groups, using the prompts supplied. Groups report back Optional activity: Find someone who …
to the class.
Ask Do you think everyone will have a flying car? Have the
Cooler: Play “Odd One Out”
Write children mingle and ask their own similar question about
the future. Have them write down the name of children Play the game with the vocabulary from the chapter
2 Write about a school in the future. who answer Yes. Have children say their question and who (see Games Bank p. 222).
• Have the children read the article as a model for their agreed with it.
own writing. •
Presentation Kit Have children use Highlighter to identify
• Read the Writing Tools box together. Elicit examples in expressions to give opinions in the SB model text.
the model of the future tense and expressions used to • tip Remember—you can use Notepad to log the results of
the class vote. Involve the children in tallying the results
introduce an opinion.
and writing the scores on the board.
• The children prepare an outline, using the instructions •
Student’s Resource Center The class chooses one topic
and the model article. They write and illustrate their from Chapters 1–9. The children review the vocabulary
article, then compare with a friend. Give support from that topic at home, using the appropriate Vocabulary
Tool, in preparation for a quiz that you can have in your
as necessary. next class.

218 Chapter 9 Chapter 9 219

 Review Review

Language Review
Lesson objective: review language from Chapter 9
Materials: Class CD

Answers 1 Reading and Writing. Read and write

Warmer: Unscramble the sentence
1 They will travel to Mars by rocket. 2 The journey will the words. Competency Focus
Write on the board In the future, people will live in space., take seven months. 3 People on Earth will be able to see The children write the words defined by the sentences, Me: Self-evaluation
scrambling the order of the words. Have the children write the rocket land on TV. 4 It will be very cold. 5 There won’t using the words supplied. Check answers.
the correct sentence in their notebook. Have the children The children reflect on the chapter and express their
be any food on Mars. 6 They won’t be able to come back Answers
discuss if they think the statement is true or false in pairs. opinions about their own progress. This encourages
to Earth. 1 a village 2 a watch 3 a gift 4 batteries 5 wildlife them to evaluate and make decisions about how they
2 Write sentences in your notebook about the 2 2.39 Listening. Where did Sam’s friends learn and what they need to revisit.
1 2.30 Listen and correct the sentences. picture. Use these words. stay on vacation? Listen and write
• Explain to the children that they are going to hear • Have the children look at the picture and say what they the letters.
about life in 2023. Play the CD and ask Do you think can see. Ask them to look at the prompts supplied and Play the CD twice. The children write the letter of the
life will be the same? Why? make sentences orally about the picture. Then they write correct place for each person. Check answers.
• Play the CD again. The children listen and correct sentences in their notebook. Elicit answers. Answers (Audioscript on p. 224)
the sentences. Answers George b, Daisy f, Anna g, Tom h, Lucy d
• Elicit answers. Children’s own answers.

Audioscript 3 Think about Chapter 9. Color the bone.

Cooler: Play “Tic Tac Toe”
Thousands of people are interested in going to live on the • Have the children look back at Chapter 9 and color
planet Mars in 2023. Passengers will travel to the planet by the bone to evaluate their progress (self-evaluation). Play the game using vocabulary from the chapter
rocket. The journey will take about seven months. People on Discuss ideas for improving your grammar, e.g. check (see Games Bank p. 222). Have the children use the word •
Presentation Kit Use Answer Key to give feedback on AB
Earth will watch the rocket land on TV. It will be very cold work carefully, looking for mistakes—and ask a friend correctly in a sentence to win a square for their team. Chapter Review activities. You can show the answers all at
once or one by one to customize feedback.
and there won’t be any food on the planet. They might not to check! The children choose and write a tip in their
survive. The first travelers will take a lot of food with them. Student Book. •
Teacher’s Resource Center Print out Test Chapter 9 and
End-of-year Test to use at the end of this lesson. The Test
There won’t be any buildings on the planet. The people Generator also allows you to create customized tests.
who travel to Mars will build houses and grow plants. More Treasure Hunt ! • For the CEYLT (Cambridge YLE) exam preparation activities,
people will travel to the planet after two years. They won’t Ask In which city and country is the Living Tomorrow there are Speaking prompts available for this chapter.
be able to come back to Earth. Project? (Brussels, Belgium) Have the children look at
pp. 4–5 to find Belgium on the map. They then find
something from that country. (Belgian flag on a box
of candies)

220 Chapter 9 Chapter 9 221