B2 discussion questions about the future for advanced pre-teens. Kids aged 10-12 explore technology, change, and their generation's role at upper-intermediate level.
BasicB2 Upper-Intermediate
Question 1
What job do you think you'd be good at when you grow up, and why does it interest you?
Use all 50 The Future discussion questions at B2 level in YapYapGo's Topic Discussion mode. Questions are displayed one at a time with vocabulary on demand, automatic student pairing, and session history tracking.
20 topic categoriesVocabulary on demandNo repeatsAge filtering
B2 pre-teens are old enough to notice that the world is changing rapidly and articulate enough to discuss what that means. These 50 questions challenge advanced ten-to-twelve-year-olds to discuss how technology might change schools, whether their generation will solve problems older generations could not, what skills matter most for the future, and how the world might look when they are their parents' age.
The vocabulary reflects this emerging analytical capability: words like 'technology', 'generation', 'environment', 'innovation', 'challenge', and 'responsibility' combine with argument structures like 'I think... because...', 'one possible change is...', and 'the most important thing about... is...' that build the evaluative language B2 requires.
Analytical Futures Thinking for Pre-Teens
Pre-teens at B2 bring wonderful optimism to future discussions. They see problems clearly but also believe in solutions, which produces discussions that are critically engaged without being cynical. A ten-year-old weighing whether robots should replace teachers is doing genuine analytical work while maintaining a hopefulness that enriches the conversation.
Supporting B2 Speculation at a Young Age
Mix personal and societal questions within each session. YapYapGo's question pool covers both dimensions, and the variety prevents discussion from becoming either too self-focused or too abstract for this age group.
Frequently Asked Questions
No. Questions are grounded in pre-teen experience: school, technology they use, the environment they see around them. Abstract concepts are always connected to concrete examples.
The evaluative and speculative skills practised here align directly with IB MYP, IGCSE, and other secondary school programmes. Students develop analytical habits that serve them across subjects.
Yes. Questions about technology, innovation, and environmental challenges overlap naturally with science and technology curricula. Speaking practice in English reinforces learning across domains.