This lesson plan is for a 2-hour English class for 6th year students. It focuses on the topic of dystopian and utopian societies in literature. The lesson includes an opening quiz, a presentation about famous dystopian novels and films, an activity where students read summaries of 3 dystopian novels, review of future tense grammar, and a closing spin roulette game. The plan provides detailed timing and instructions for each stage and considers scaffolding and language support for students.

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I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: PAULA EZPELETA
Institución educativa: EESA N°1
Año y sección: 6to año (división única)
Nivel lingüístico del curso: pre-intermediate (A2)
Cantidad de alumnos: 26
Tipo de Planificación: Clase presencial
Unidad Temática: Think positive - or negative? (‘Dystopias in literature’)
Clase Nº: 3 (Lessons 8, 9 and 10)
Duración de la clase: 2 horas
Fecha de la clase: 27-09-21
Fecha de entrega de la planificación: 24-09-21
Learning Aims
During this lesson, learners will be able to:
 Practise talking about probabilities in a dystopian/utopian future world by
using will, may and might & won’t.
 Revise and use will/won’t be able to talk about ability or possibility in the
future.
 Develop reading skills by reading dystopian novels’ summaries while arousing
students’ curiosity for this type of literature.
 Foster speaking skills by speculating on the future and imagining a utopian
world.
 Promote teamwork and communication by playing an interactive quiz game
and a spin roulette game.
 Give opinions and agree or disagree about the lesson’s topic.
Language Focus

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LEXIS FUNCTIONS STRUCTURE
R
E
V
Action and state verbs
Basic adjectives
Basic adverbs
Opposite verbs:
Win – lose
Lend – borrow
Sell – buy
Pass – fail
Optimist/pessimist
Think positive/negative
healthier, longer
ill, wealthy,
sustainable, realist
quickly, definitely, certainly
wellbeing, average,
expectancy, footprint
achieve, enjoy, lead
Expressing personal
choices.
Making predictions with
will and won’t for
personal predictions.
Making predictions with
will/won’t, may and
might about current
affairs.
Tenses (present simple,
present continuous, past
simple, future simple,
going to)
Use of will for
predictions
I will pass the exam…
I won’t win…
I think…
I don’t think…
I hope…
Are you a positive
thinker? Yes, I am /No,
I’m not.
Argentina will win the
World Cup 2022.
N
E
W
Utopian/Dystopian
fictions
dystopia (noun)
infertile (adjective)
pollution (noun)
revolution (noun
totalitarian (adjective)
underground resistance
(noun)
Giving opinions about
dystopian/utopian
society.
Agreeing and
disagreeing.
Speculating on the
future.
Talking about an
‘utopian’ daily routine.
Use of will, might & may
for predictions for
predicting about
dystopian/utopian
societies.
There will be only three
countries in the world.
Women won’t be able to
have children.

3. 3
Materials
 Power Point Warm-up Quiz:
https://docs.google.com/presentation/d/1O0RjHt0UvP7HmLmPnzECOV9-
gj6IVuwg/edit?usp=sharing&ouid=106841763969626939066&rtpof=true&sd=true
 Power Point presentation:
https://docs.google.com/presentation/d/1dateQ_Wz9gNpwdLhLBzQAG64KWg6B1t
9/edit?usp=sharing&ouid=106841763969626939066&rtpof=true&sd=true
 -Power Point Activity 1: https://docs.google.com/presentation/d/1CqZ-k4U6bbq70u-
XuU2swhBetHOw1ipS/edit?usp=sharing&ouid=106841763969626939066&rtpof=true&sd=true
 Power Point Closure (Spin Roulette):
https://docs.google.com/presentation/d/18TyprqrgRFc547RM6WKw4HgKae
__D62p/edit?usp=sharing&ouid=106841763969626939066&rtpof=true&sd
=true
 Most of the activities of this lesson have been adapted from ‘Global’ Pre-
intermediate (2010) Coursebook -1st
edition. Macmillan Education.
 Students’ worksheets. Link: https://drive.google.com/file/d/1C2gZj_VDat-
jwDfZnNBQ_M13tkLeddzy/view?usp=sharing
Procedures
GREETINGS (5 minutes)
Before students get into the classroom, I will connect my netbook to the smart
TV to get the slides readyfor the 1st
activity and check that everythingis working
well.
- I will first greet my students and ask ‘How are you today? How did you
celebrate the ‘Students’ Day? Did you have fun? I bet you had!’
- I will ask ‘What day is it, today?’ and write it on the board.
- I will add ‘Of course, as I told you last class, before starting the new lesson
we’re going to finish checking and singing the Dynamite song since we ran
out of time in the last lesson.

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- I will play the song for students to check their worksheets.
 PPT MULTIPLE CHOICE QUIZ: What do you know about dystopias and
utopias? (15 minutes). Link:
https://docs.google.com/presentation/d/1O0RjHt0UvP7HmLmPnzECOV9-
gj6IVuwg/edit?usp=sharing&ouid=106841763969626939066&rtpof=true&sd=true
- I will share the quiz and say ‘I want to know how much do you know about
dystopian and utopian novels or films? Have you seen The Hunger Games or
Black Mirror? Well, those are dystopian films/series… everything is horrible!’
- I will say ‘Ok, let’s play this interactive quiz with all of you.’
- Then, I will add ‘This time there won’t be any prizes but I’m running out of
money, it’s almost the end of the month and I’m a teacher… you have to
understand…’ (LOL)
- I will explain that they have to pick a number and have all together to agree
on the correct option.
- Students will choose a number, and together answer which they think it’s the
correct answer. The game will give them instant feedback.
- I will keep playing the quiz until all numbers are covered.
- Once the game is finished, I will say ‘Bravo!
Transition comment: Now, I want to share with you a very interesting presentation
about some dystopian novels as well as some dystopian movies and series some of
you told me you have watched.
FAMOUS DYSTOPIAN NOVELS AND FILMS: ‘Dystopia vs Utopia’ (20 minutes).
Link:
https://docs.google.com/presentation/d/1dateQ_Wz9gNpwdLhLBzQAG64KWg6B1t9/edit?
usp=sharing&ouid=106841763969626939066&rtpof=true&sd=true
- I will share the PPT and say ‘Well, lets’ have a look the picture (slide 2), what
makes you feel? Students answer.

5. 5
- I will ask ss the following simple questions (slide 3) to get to know their
feelings about reading considering most teenagers aren’t huge fans of
reading nowadays.
- Then, I will read out loud the definition of dystopia and its characteristics. I
will highlight that in dystopian fictions everything is bad in contrast to utopias
where everything is perfect.
- I will review each characteristic (slide 5) and focus on the more difficult words
by asking questions such ‘Do you know what loss of individualism means?’
- I will ask ‘Do you feel that these conditions occur in our world? Can you give
an example?
- I will emphasize that this can be a controversial topic and everyone has the
right to give his/her opinion and it has to be respected even though we may
not share it.
- I will show slide 10 and ask ‘Do you know any of these books? I will also hand
out the printed version of these novels for students to have a look and also I
will hand in my e-book with one of the dystopian novels to engage ss a bit
more.
- I will ask ‘Which kind of book do you prefer printed or digital?’ Students
answer.
- Then, I will continue with the dystopian movies and series and ask them ‘Have
you seen them (The Hunger Games/Black Mirror, etc.)’
- I will read one of the most famous quotes from the movie or series and ask
students ‘Do you know these quotes? What’s the meaning of these quotes in
the movie/series? For example, (slide 9)
“Nobody decent wins the game.”

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- Once I finished with the dystopian slides, I will show the utopian picture, read the
definition and explain the characteristics of this genre by contrasting it to dystopia.
- Finally, I will tell them that Plato's The Republic is considered one of the classical
utopias. To close the topic, I will ask ‘Do you know Plato? Or any other philosopher?’.
Transition comment: Ok, let’s move to our first activity about classical dystopian
novels, I promise you won’t get bored. There’s very interesting videos you will enjoy.
’
ACTIVITY 1: Reading dystopian novels’ summaries ‘Things will get worse…’
(60 minutes). Link: https://docs.google.com/presentation/d/1CqZ-k4U6bbq70u-
XuU2swhBetHOw1ipS/edit?usp=sharing&ouid=106841763969626939066&rtpof=true&sd=true
- I will share the Power Point and ask ‘Do you feel that things will get worse or
that maybe we will be able to change our lifestyle and learn to live differently?’
Students answer.
- Then, I will say ‘Please take your worksheets to follow the PPT and do the
activities while I share the presentation. Don’t worry we’ll work together.’
- Then, I will read the Activity 1, exercise a) and explain ss that they’re going to
listen and read 3 summaries about the novels we starting discussing today
(slide 2).
- I will elicit any details that ss know about the 3 novels or the films adaptations.
I will add that the 3 books all have similar themes, as they are all dystopias.
- I will say ‘But before reading the summaries, please have a look at the glossary
(slide 4). Remember that you have the same information on your worksheets.
- I will ask ‘Do you know any of these words?’ I think some of them you can
figure out. What about revolution? Or infertile? We have very similar words in
Spanish.’

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- After that, I will say ‘Before the reading you will watch the films’ adaptation
trailers! 1984’s will look prehistoric for you! It was filmed in… Guess? 1984!!!
Of course!’
- I will play the trailer and ask ‘What do you think the movie is about? I will elicit
government control.
- Then, I will some symbolic quotes from the novel and discuss with the class
the meaning of them. The idea of this pre-reading activities is to engage
students’ interests with the topic and arouse their curiosity for the reading
task,
-
- Then, I will say ‘Ok guys it’s reading time you will listen and read the first
summary 1984. Have a look at the words in red, do you remember these
words?
- Finally, I will play the audio and students follow the reading.
- Then, I will repeat the same procedure with ‘Brave New World’ and ‘A
Handmaid’s Tale’.
- I will say ’Now, you can do exercise a) and tick the features the three novels
have in common’. The activity will be checked with the whole class.
- After checking exercise a), we’ll continue doing the post-reading exercise b). I
will read the slide 19 and explain they will work in groups and decide if the
sentences refer to 1984, BNW or HT.
- I will monitor groups and assist them in case they need help.
- Once students finish the activity, I’ll take whole class feedback and pick up
any interesting views or comments.
- Then, we’ll continue with exercise c). I will read the instructions and ask ‘Do
you think these things will happen in the future? Or do you feel that we’re
already living in a Dystopia (COVID pandemic)?
- I will say ‘Share your opinion with the class and use the Useful Phrases to
help you.’
- I will encourage ss to give their opinions ‘C’mon! Give a try! Don’t worry
about making mistakes! Making mistakes is a very important part of learning
anything.’

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- Then, I will share the English grammar focus (slide 21) to review will for
predictions and will/won’t be able to talk about ability or possibility in the
future. I will focus on the latter since it’s the new grammatical item.
- Then, I will share the last exercise (d) and ask ss to re-read the
the definition of utopia.
- I will ask to write three predictions for a future utopia.
- Then, I will share my own predictions for a future utopia ‘Have a look at my
own predictions. Do you agree with any of my predictions?’. By showing a
model of predictions I will scaffold students’ learning process.
- Finally, I willask a few volunteers to share their predictions with the class. This
sharing can be very entertaining since ss are likely to produce far-fetched
predictions.
Transition comment: Well, today we work very hard. Lets’ finish this lesson having
some fun. You love the spin roulette so today I’ve brought a new one that will make
a bit!

9. 9
SPIN ROULETTE: ‘Imagine you live in a perfect world… (15 minutes). Link:
https://docs.google.com/presentation/d/18TyprqrgRFc547RM6WKw4HgKae__D62p
/edit?usp=sharing&ouid=106841763969626939066&rtpof=true&sd=true
- I will share the power point for students and say ‘Imagine you live in a perfect
world… and can choose whatever you want do.
- I will pick a ss to show the game and explain that I will spin the roulette and
he/she must shout ‘Stop’. The arrow will land in a question such as ‘Who do
you marry with? Or How many hours do you work?’
- The questions are in the present simple since the idea is for students to
imagine they currently live in that perfect world. Besides, it will help them to
revise Q & A with the preset simple and feel more relaxed to answer.
Finally, I will say ‘it’s almost time.’ ‘It was a wonderful class. See you next Monday!
End
Each activity must be described in terms of the following components:
 Timing
 Activity description and instructions as they will be said to students
(include direct speech)
 Scaffolding strategies
 Transition comment to link each stage of the lesson with the next one

10. 10
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
It is a really interesting lesson! You´ve worked truly hard.
I´m afraid there are too many activities, though. What´s more, if students
need scaffolding and some extra help, activities might take longer than
expected. You may not accomplish all the goals you have set for this
lesson – and that would be OK. My point is that you don´t have to be in
a rush.
I´d like you to have second thoughts as regards the students´ worksheet.
Let me tell you are spoon feeding them… 6th-year students could
definitely take down notes from the presentation instead of having the
same texts on the worksheets, for instance. That would foster a more
active and committed attitude. Revise the worksheet and make the
necessary adjustments. A worksheet which is 7 pages long would look
as a handout, right?
Last but not least, keep an eye on the use of Spanish during the lesson.
Try to turn into Spanish as the last option.

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