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English for General and Academic Purposes II / cesar.tenorio@correounivalle.edu.co

Learning Objectives/Expected Results:

Discuss the impact of ICT on our future. Identify the use of be going to and will for the future.

1. Previous knowledge: follow the links to learn about the concepts below:
https://youtu.be/u-hu6lMemB0 https://youtu.be/xb-fVACzmhY https://youtu.be/knYHnG8JC1c

Glossary:

Technology (noun): Sustainability (noun):

ICT (noun): Globalization (noun):

Education (noun): Development (noun):

Appliance (noun): Chip (noun):

Device (noun): Futurologist (noun):

2. Pre-reading. Do you think technology is important in daily life? What type of technology do you use?

3. Building Vocabulary. Find the words and phrases underlined in the reading passage. Read the words around
them and try to guess their meanings. Then match the sentence parts below to make definitions.

1. If things adapt to you, _____________________ a. you tell people what you think they should do.

2. You use “entire” _________________________ b. to give an example.

3. You say “for instance” _____________________ c. it can understand and learn things.

4. If you suggest something, ___________________ d. to describe all of something.

5. If something has intelligence, ________________ e. they change in order to deal with you.
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4. Building Vocabulary. Find the words and phrases from the box in the reading passage. Read the words
around them and try to guess their meanings. Then complete the sentences.

keep track of / link / network / pattern / temperature

a. The _____________________________________________ on Mars is much lower than on Earth.

b. A ___________________________________________ connects all the computers in a computer lab.

c. Some people use the calendar in their phone to _________________________________ their appointments.

d. Some people prefer a striped _________________________ on their walls; others prefer plain walls instead.

e. You can __________________ your computer with the Internet using a cable, or you can connect wirelessly.

5. Brainstorming. List some technologies that make life easier or more fun today than in the past.

6. Predicting. Scan the reading passage quickly. Underline five sentences with will.

7. What do you think the passage is about?

a. schools in the future b. offices in the future c. homes in the future

8. Scan the text to complete the chart.

True cognates Equivalence False cognates Equivalence

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I. Identifying Main Ideas (6 points)

Look back at the reading. Match each main idea below to a paragraph from the reading (A–H).
__________ 1. An electronic system called “ambient intelligence” will control an entire house.
__________ 2. RFID technology will allow parts of the house to communicate with us.
__________ 3. OLED screens will change the way your walls look.
__________ 4. Intelligent homes may be a part of our everyday life within 30 years.
__________ 5. Robots that act like humans will do housework and take care of people.

II. Identifying Key Details. (8 points).

Read each statement below. Then circle T for true and F for false, according to the reading. Correct the false
statements.

Appliances That Talk

1. Someday, kitchen cabinets will tell you it’s time to buy more food. T F
2. RFID chips are already used today for keeping track of children. T F

Houses That Think

3. People will change their wall patterns using RFID technology. T F
4. Darkening windows at night is an example of ambient intelligence. T F

Robots That Feel?

5. Scientists are building robots that can help take care of elderly people. T F
6. Robots will soon be more intelligent and sociable than humans. T F

III. Critical Thinking: Evaluating Attitude. (4 points). Work with a partner.

The author of the reading passage seems positive (optimistic) / negative

(pessimistic) about the future.

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7. Look for words and phrases the writer uses to describe the scene in the
opening paragraph. Does the description make life sound pleasant or
unpleasant?

8. Look at how the writer describes appliances, houses, and robots. Does the
writer make these devices sound practical (useful) or impractical (not useful)?

9. Now discuss this question with your partner: Do you agree with the writer’s
attitude about the future? Why, or why not?

IV. Personalizing. Discuss answers to these questions in a small group.

1. Which future technologies in the reading would you like to have
in your home?
2. Are there other household technologies you would like to have?

V. Pronoun Reference. Find these sentences in the reading passage. Write the word(s) that each
underlined pronoun refers to.
1. Paragraph C: People already use them to keep track of pets and farm animals.
them = __________________________________________________________
2. Paragraph C: For example, they will record the date that you bought each item.
they = ___________________________________________________________
3. Paragraph D: The technology is called OLED, and it’s here already.
it = ______________________________________________________________
4. Paragraph G: They will smile and frown, make eye contact, and speak.
They = ___________________________________________________________

VI. Grammar and Vocabulary (4 points)

a. Read the first paragraph again. Ask a question.
____________________________________________________________________
b. Rewrite the sentence in the correct order:
Technology / the / of / to / a / is / application / Sciencie / solve / problem.
____________________________________________________________________
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VII. Look at the picture and answer the questions.

Retrieved from https://cyberbullying.org/2016-cyberbullying-data

According to picture above, we could infer that:
a. Teens use internet for school more than playing online games.
b. More than 50% of teens communicate through e-mail.
c. Teens over 18 years old use apps on their phones.
d. Facebook is more used than Instagram.
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VIII. Vocabulary.
IX. Lexical Expressions to suggest
Information technologies • If I were you, I would…
• Social network • Have you thought about…?
• Application (Apps) • Why don't you…?
• Blogs • In your position, I would…"
• Download / upload • You should perhaps…"
• Website • You could always…"
• Save as
• Password
• Access
Connectors of cause and effect: Expressions to give an opinion
• Consequently • I (really) think that …
• As a result • I believe (that) …
• Therefore • I’m sure that …
• For this reason • In my opinion / My opinion is …
• Because • I agree with …
• As • I guess/imagine …
• Since • I have no doubt that / I’m certain that …
• I strongly believe that …
• I’ve never really thought about this before, but
…
• My personal opinion is that / Personally, my
opinion is that
• To be honest / In my honest opinion, …
• I could be wrong, but …
• I’m positive that …
• I’m pretty sure that …
• It seems to me that …
• Some people may disagree with me, but …
• This is just my opinion, but …

X. Grammar practice. A) According to what we have seen in class about the use of ‘going to’ and
‘will’, solve the exercises above. Look at the pictures and match them to the prompts below, then say
what the people are going to do as in the example.
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Pick some flowers / have a picninc in the park / fix his car / play football / make some fresh orange juice / take
some photographs /
 She is going to pick some flowers.
 __________________________________________________________________________________
 __________________________________________________________________________________
 __________________________________________________________________________________
 __________________________________________________________________________________
 __________________________________________________________________________________

b) What are they going to do? Match column A to column B, then make sentences using SO.
Example: Joes doesn’t like working at the café, so he is going to find another job.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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__________________________________________________________________________________
_________________________________________________________________________________.

c. Read the prompts and match them to the correct on.the-spot decisions, then make sentences as in
the example. I’m cold. I’ll put a jumper on.

d. Fill in the gaps with WILL or the correct form of BE GOING TO.
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e) Write a letter to a friend telling her/him about your plans and inviting him/her to your graduation ceremony.

_________________________________
__________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________________________.
To learn more about will and be going to watch these videos:

https://www.youtube.com/watch?v=VS7_qa6AL4s

https://www.youtube.com/watch?v=g9oEhzyaRdM

Post-reading. Talk about your academic plans for the future (will, be going to, present continuous).Choose one
of these ítems.
a) www.toondoo.com or another website you are familiar with.
b) Make a meme with some of the contents seen in class. For this you should use https://imgflip.com/
or another one.
c) Make a story on https://www.mystorybook.com/
d) Collect design samples and talk about them in the class.