【文章內容簡介】 s in pairs before checking with the whole class. 2. Why do experts worry about the future of cyberspace? Why do people feel optimistic about the internet future? Find reasons in the text. Ask students to do this task in pairs. Tell them to look at the two opposite viewpoints and skim through the text to find supporting evidence for each viewpoints. Remind them to underline or note down the evidence and discuss with their partners. When you give feedback, elicit evidence from different pairs and discuss why students’ views differ. Answers:Reasons to be optimisticWorking lives and leisure time are being changed. The internet has bee an essential part of life at our universities, offices, schools and homes. ● It has given people a new way to municate, through and webcams. Messages are being sent to people all over the planet form other people who have access to the internet.● With the development of multimedia software, people can click their mouse on a page, view a film clip and listen to music at the same time.● The way we do business and shop are being changed by electronic merce.Reasons to be pessimisticOne worry is the activity of cyber crime● Young hackers can get into the puter systems of banks and governments.● Cyber fraudsters may deceive people in order to gain money and power.● Cyber terrorists may use the internet to damage puters to cause chaos, and make planes and trains crash. 3. Vocabulary and structureA. Read the text again. Match the words with their definitionsAsk students to find and underline the words in the corresponding sentences in the text. Tell them to work out the meaning of words from the context. Go around the class to monitor their work and offer any necessary help. Check their answers when they finish. Answers:1. case: an example of a particular situation or of something happening2. cyberfraudster: someone who cheats people on the internet3. chaos: a confused and disordered situation4. staple: the main product that is produced in a country5. entity: something that exists as a single and plete unit6. deceive: to trick someone7. charge: to ask someone to pay8. physical: relating to real objects that you can touch, see or feelB. Read the following sentences taken from the text. Underline the verbs referring to the future and decide:a. which talks about a future event we can predict from present situation.b. which expresses our views and intentions in the near future.The aim here is to practice using “will” and “be going to do” to talk and write about the future. Ask students to work in pairs, find the sentences in the text and discuss the uses of the two future forms. C. Study the meaning of conjunction “as” in the following sentences. Then explain the meaning of “as” n sentences 14Have students read the sample sentences. Clarify and summarize the function of “as” in each sample sentence. Ask students to explain the meaning of “as” in the following sentences.Answers:1. at the same time2. because3. what Napoleon has said before4. although4. WritingSome people are optimistic about the future of cyberspace, but some are pessimistic about the changes brought by the use of the internet, write a paragraph about the predictions you make about the life by the year 2050. you may start by listing the possible changes or problems of the internet. Elicit both optimistic and pessimistic predictions. Help students state and list their views on the board, for example, “I think there will be no newspapers”, “I think all newspapers will be in color.” Ask students to discuss the future of cyberspace in small groups. The groups report to the class and see if their views are shared by the rest of the class. Remind students of the correct use of future forms and puter vocabulary in their writing. This task can be either left as homework for students or done on class if time is enough. Section 3 Language in use: type 1 conditional and type 2 conditionalStep 1 test your grammarStudents may have already learned the different uses of the modal verb “would”. However, they may find themselves not so sure about the correct answer to these questions. This grammar exercise aims to further enhance students’ understanding of “would”.Read the examples sentences as a class. Ask students to explain the use of “would” in each sentence. The word “would” has several different uses. Look at these examples and decide which sentence expresses the future in the past, which expresses a situation which is contrary to reality and which expresses a habitual behavior in the past. a. When I was a kid, I would get up at 7:00 and take the dog for a walk.b. If I were taller, I would join the police force.c. In Paris Hans met Christina, whom he would marry three years later.Step 2 illumination and developmentBriefly explain the grammatical knowledge of the uses of “type 1 conditional and type 2 conditional”. Then ask students to finish these exercises. Check their work when they finish.Type 1 conditional216。 Type 1 conditional is used to discuss things that will probably happen in the future as the result of something else that happens in the present. 216。 The first conditional consists of two clauses, one with If + simple prese