Mohammad Zamanipour Mohammad Zamanipour

TP 8 My Utopia
Elementary A1/A2 level


This lesson starts with some pictures and some vocabulary in the context of '' My Utopia''. The TL for this lesson comes from Ss' own vocabulary, discussion part of the exposure stage, Alona and Maher's lessons. The students will communicate with each other to present a perfect society for themselves. In the subsidiary aim of the lesson which is lexis, the students will be prepared for the productive skill (communicative speaking practice)


Abc Utopia Criteria

Main Aims

  • To provide fluency speaking practice in a discussion about perfect place in the context of My Utopia

Subsidiary Aims

  • To provide clarification, review and practice of agreeing and disagreeing lexis in the context of my utopia


Warmer/Lead-in (4-4 minutes) • To set lesson context and engage students

Introduce myself. Tell the Ss about my last night. (Something interesting happened to me) Show the pictures to elicit the interesting event about my last night. I watched Utopia on TV8 last night. Take some FB.( Ask Ss if they watch Utopia or not)

Exposure (8-8 minutes) • To provide a model of the task and highlight useful words and phrases

Elicit the meaning of Utopia. CCQs: Is utopia a good place or a bad place? Good place Are people happy in Utopia or sad? Happy Show the pictures which demonstrate my utopia. Elicit as many words and collocations as possible and write them on the w/b. CCQs about pictures: e.g. People aren't happy in my utopia? People can't eat food in my utopia? (questions with intonation (instead of taq questions because it might be confusing for this level) to activate Ss' schemata to use negative forms in the following stages) Take some FB.( Ask Ss: Did you like my utopia?)

Task (9-10 minutes) • To provide an opportunity to practice target productive skills

Show a map to Ss which is blank. Tell Ss that they are going to build their utopia. They need to think about the criteria in the list and whatever they want. Put Ss in groups of four. ICQs: (It is important to keep Ss on the task) Are you going to speak Turkish? No Are you going to speak with other groups? No Are you going to write in turn or just one of you will write on the map? we write in turn/all of us Give HO of map and some criteria

Planning (3-3 minutes) • To provide an opportunity to plan students' reports

Ss in each group practice the description of their utopia to become ready for the presentation in the class.

Report (8-8 minutes) • To allow students to report on how they did the task and how it went

Ask Ss to decide which one of these utopias is the best. Listen carefully to your friends. Each group comes to the board and describe their utopia. Take some FB. ( Which utopia was the best? Which one of them has interesting things?)

Language Analysis (5-6 minutes) • To clarify the meaning, form and pronunciation of the task language

Highlight the language that Ss used during the report phase for analysis. Write the sentences and phrases on the w/b. Elicit as much as possible. (here will be a high possibility to get all MFP from Ss because some of them use the language) Elicit how to agree/disagree. I think that.......... I believe that.......... I agree with you. I think we should ………. It is a good idea to ………. I agree with you, but………… I'm sorry.I don’t agree with you. Practice the meaning. Some CCQs. Practice form if there is a grammar form. Practice the pronunciation and intonation. Drilling.

Language Practice (5-6 minutes) • To provide students with practice of the task language

This stage will be a practice on productive skills. According to the needs of Ss, this stage can be speaking practice or writing practice. (flexi stage) I select language areas to practice based upon the needs of Ss and what emerged from the task and report phases. I put the maps on the w/b and Ss in each group read the and express their ideas ith the language which they have learned. Ss do practice activities to increase their confidence and make a note of useful language. Take some FB. ( What do you agree/disagree about each map?)

Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language

I will write the errors and some correct statements form the Ss on the w/b. Ss work in pairs to identify the errors and the correct forms. Take some FB. (Ss try to correct the mistakes)

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