THINK POSITIVE – OR NEGATIVE?

A. AIMS

1. Knowledge:

- Vocabulary: opposite verbs 

- Grammar: will / won’t (predictions)

2. Skills:

- Speaking: talking about the past, present, and future

B. MATERIALS, FACILITIES AND METHODS   

- Materials: English File Pre-intermediate 4rd edition (SB and WB)   

- Facilities: chalk, board, draft paper   

- Methods: pair and group work, game, role play, presentation   

C. PROCEDURE   

1. Class stabilization:    

- Check class attendance: …………………………   

+ Absent students: ………………………………………………………………………

- Ask some questions:    

What day is it today?   

What is the weather like?   

How are you today?   

2. New lesson   

WARM-UP (books closed) 

- Draw a big glass which is exactly half full of water on the board. Underneath, write
THE GLASS IS HALF ______. Tell Sts to complete the sentence with one word, but
they mustn’t tell anybody which word they have written.

- Now elicit from the class how to finish the sentence (full / empty).

- Ask Sts who have written empty to put up their hands.

- Tell them that they are pessimists (explain / translate if necessary).

- Now ask who wrote full and tell these Sts that they are optimists.

1. VOCABULARY

1.a. Books open. Tell Sts they are going to hear five sentences or questions, and they
have to write down the main verb from each sentence.

- Play the audio, pausing after each sentence to give Sts time to write.

- Check answers.

- Elicit from the class the opposite verbs.

1.b. Tell Sts to go to Vocabulary Bank Opposite verbs on p.243.

Vocabulary notes

You may want to highlight:

• the difference between lend and borrow, i.e. I lend money to you / you borrow money
from me
• that the opposite of start is finish or end when referring to, e.g. a film or a book, but
stop when referring to, e.g. an activity, a car, etc.
• the other meaning of miss, e.g. miss your family (= feel sad because you are not with
them)

- Focus on a and get Sts to match the verbs and photos.

- Check answers, but don’t drill pronunciation yet.

- Then get Sts to do b by writing the verbs in the Opposite column in a. The first one
(leave) has been done for them.

- Now do c. Play the audio for Sts to check answers to b and to drill the pronunciation
of the verbs in a and b.

- Now either use the audio, pausing after each pair of opposite verbs, or model and
drill them yourself. Give further practice of any verbs your Sts find difficult to
pronounce.

- Focus on Activation. In pairs, Sts try to remember the verbs and their opposites. A
(book open) says a verb and B (book closed) says the opposite. Make sure they swap
roles.
- Tell Sts to go back to the main lesson 6A.

Extra challenge

If you think Sts need more practice, you may want to give them the Vocabulary
photocopiable activity at this point.

2. GRAMMAR

2.a. Tell Sts to look at the cartoon and check Sts know what an optimist and a
pessimist are.

- Now focus on the eight conversations and go through the Your friend says phrases
with the class.

- Then focus on the You say responses and point out that each one has two options, a
and b. Tell Sts to label each response with O for optimist and P for pessimist.
2.b. Play the audio for Sts to listen and check.
- Check answers.

2.c. Put Sts in pairs and get them to look at the eight situations in a and decide which
response they would probably give.

2.d. Focus on the You say responses in a and elicit the answer to the question.

‘Are they about the present or the future?’

2.e. Tell Sts to go to Grammar Bank 6A on p.222.

Grammar notes

In English File A1/A2 Sts learned that be going to can be used to make predictions,
e.g. You’re going to be very happy. This use was revised in 3A.

In this lesson Sts learn the future form will / won’t + infinitive, and that it can also be
used to make predictions.

Sometimes both forms are possible, e.g. I think the government will lose the election. /
I think the government is going to lose the election.

However, there is often a difference in usage: will / won’t tends to be used more than
be going to to make instant, on-the-spot predictions in reaction to what another

person says, e.g.:

A) I’m going to try that new restaurant tonight.

B) You won’t like it.

At this level you may prefer to simplify things by telling Sts that both be going to and
will / won’t can be used to make predictions.

Sts will learn other uses of the future (will / won’t) in 6B (promises, offers, and
decisions) and will study the use of will / won’t in conditional sentences with if in 8B.

- Focus on the example sentences and play the audio for Sts to listen and repeat.
Encourage them to copy the rhythm. Then go through the rules with the class.

- Now focus on the be going to for predictions box and go through it with the class.
- Then focus on the exercises for 6A on p.223. Sts do the exercises individually or in
pairs.

- Check answers, getting Sts to read the full sentences.

- Tell Sts to go back to the main lesson 6A.

Extra support

If you think Sts need more practice, you may want to give them the Grammar
photocopiable activity at this point.

3. SPEAKING

- Focus on the activity and on the seven questions.

- Then go through the expressions in the Responding to predictions box with the
class. Drill the pronunciation, making sure Sts do not over-stress the word so and are
clear about the meaning. Point out that the word so in I hope so, etc. means yes, and
that maybe and perhaps have the same meaning.

- In pairs, Sts take it in turns to ask and answer each question, giving reasons for their
predictions. They should then decide who is more optimistic.

- Finally, get some feedback, e.g. ask how many people in the class think they will
pass their next English exam.

3. Homework

HOMEWORK: WB Ex.2 p.40