utopia revised

7/23/2019 Utopia Revised

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LESSON PLAN

Teacher'sname: Mersida Bei

Age, Level and grade of SS:17, Upper Intermediate, 3rd Grade of High SchoolT!e of ac"ivi" !lanned:Listening

#ni" and lesson: Longman Opportunities Upper Intermediate, Module 9 , Societ !7, Utopia

$ha" is o%r o&ec"ive for "his ac"ivi": SS "ill #e a#le use strategies for listening to

understanding cultural references$ %lso the SS "ill understand the term &Utopia'$ SS "ill also #e

a#le to ma(e suggestions on the topic of societ and go)ernment as "ell as discuss the topics$ In

addition, SS "ill also #e a#le to use multi*part )er#s "ith 'up+ in order to #etter descri#e their

claims and opinions$

$ha" sor" of diffic%l"ies do o% e(!ec" SS "o have) *o+ +ill o% deal +i"h "hem)

One of the possi#le difficulties the could encounter is that indi)idual S ma (no" less a#out

-ritish culture than others, also the SS might not #e introduced to the term &Utopia' nor to the

terms related to understanding the cultural references mentioned during the lesson$ herefore, in

order to deal "ith this issue the might as( if there is a )olunteer in the SS "ho might (no"

more a#out the term 'Utopia+$ In case none of the SS is informed the "ill introduce this term

graduall through the lesson, firstl # introducing and e.plaining the origin of term 'Utopia+

and then pointing out its characteristics though the e.ercises$

ime /rocedure 0lass

interaction

Materials

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starts the lesson # saing "hat the topic for the

class is$ "rites the name of the lesson on the

#lac(#oard 'Utopia+$ as(s if an of the SS(no" "hat the term means$ In case none of the

students )olunteer to e.plain it, the goes on to

e.plain the origin of the "ord 'Utopia+$

*2Utopia "as "ritten # Sir homas Moore in

114 and it is his )ersion of an ideal societ$ It"as an idea of a progressi)e societ, "ith some

ne" ideas that are no" part of our modern

societ$ Sir homas Moore "as an important

ad)isor of 5ing Henr 6III of ngland$ he 5ing

8SS

8S

#oo( p$14,

#lac(#oard


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ordered his death #ecause Sir homas "as againstthe closing of the 0atholic 0hurch$ Sir homas

noticed the pro#lems in his societ and he fought

to change it$:

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then as(s SS to loo( at the picture on page 14and instructs them to use it as a reference toans"er the four ;uestions a#out Utopia in

e.ercise 1$ assigns students into pairs so that

the can discuss the ;uestions and ma(epredictions$

monitors the discussion and ma(es sure that all

pairs are participating in the acti)it, helping the

"ea(er SS$ offers a chance for )olunteers to gi)e their

opinions and predictions a#out Utopia using the

picture$ uses this as a chance to instruct theclass to pa attention to the #lac(#oard as he

"rites do"n and e.plains some ne" "ords that

"ill help them during the lesson>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> then instructs the SS that the "ill listen to the

cassette again, and that the should indi)iduall

list t"o things the found good and t"o things

the found #ad a#out Utopia$

8SSS8S

8SS

S8S

#oo( p$14,

#lac(#oard

*#oo(, page14$

*tape, 0B

plaer

*#oo(, page

14$*tape, 0B

plaer


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C

then plas the cassette and monitors class to

ma(e sure the pa attention$

%fter the second listening the as(s if an of the

SS "ould li(e to share their opinion$ In case none

)olunteer, the ma as( an S to present theiropinion$ If necessar the "ill pla the cassette

again$In addition as(s SS if the "ould li(e to li)e in

Moores Utopia and that the should gi)e reasons

for or against it$>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

announces to the SS that the "ill listen to

another tapescript$ 2apescript page 1$: prepares the SS for it # presenting the

listening strategies in e.ercise A on page 14$ points out that if SS do not understand a referencein the tapescript, the should tr to find the

meaning from the conte.t$

-efore plaing the cassette, instructs the SS toread through items 1*11 listed #elo" the listening

strategies in e.ercise A and to fill them out "hile

listening$


ma(e sure the pa attention$ %fter the first

listening as(s the SS to report #ac( theirguesses to the class$ ma(es sure that SS

follo"ed the clues in the tapescript # chec(ing if

the helped the SS understand the culturalreferences$

Ans+ers

1: he -road"a* a street,!: Dotherham = a to"n,

3: @um#er !3* a #us,

A: season tic(et = a long term #us tic(et,

: Eaguar = an e.pensi)e car,4: ast nders = a -ritish 6 sho",

7: London e = a #ig fair "heel,

C: Scunthorpe = a to"n,9: he -ar#icanF the South -an( = centres in

London "ith theatres,

1: he Ministr of Sound = a popular clu#,11: Scones = a pastr, a (ind of ca(e


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>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> then instructs the students to turn the page to

17 and sho" them the function file e.ercise in

the upper left corner of the page$ gi)es SS time

to the SS to read the function file and instructs

them to pa attention to the t"o sorts of

suggestions, tentati)e and strong suggestions

"hen filling it out during the second listening$


ma(e sure the pa attention$ If as(ed # the SS,

ma repeat the recording$

%fter the listening, the chec(s the students

ans"ers # ha)ing indi)idual S read out the

sentences$ ma(es sure that SS are correcting

an mista(es the made$

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

Home"or( = rite "hat ou "ould change inour to"n$ ***

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

goes on to e.plain the purpose of tentati)e and

strong suggestions to the SS$*entati)e suggestions are generall "ea(er as

the lac( confidence or certaint

*Strong suggestions are said "ith confidence and"ithout hesitation$

then instructs the SS to thin( of at least !

tentati)e and ! strong suggestions # using thee.pressions in the function file on page 17,

"hich the "ill ha)e to present in front of the

class$ then chec(s "hat the SS ha)e "ritten #

calling out S to read their sentences$E(am!les

S*Its a#out time the impro)ed the #us ser)ice

S*he reall should clean the ri)er*hat a#out cleaning the par(

*here could #e a ne" pedestrian crossing$


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utopia revised

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