Show books elicit books. "Yes, I love books! Especially novels. CCQ: Is a novel about facts or an imaginary story?" IMAGINARY We're going to talk about novels today. "Speaking lines" Students line up in 2 rows. One line will "rotate" (person at one end will move to the other end, thus changing partners) after each of the following questions: "Tell your partner what your favourite novel is" SWITCH "Tell you partner what your favourite type of novel is" (show slide of genre types to provide vocab) SWITCH "With you partner, see if you can guess my favourite type of novel" (show slide with scary dystopia images) ASK STUDENTS if they were able to guess

Ask students to sit down. "My favourite genre is called "dystopia" (show labelled slide). What do you think are the features a dystopia? Talk to your partner." Elicit "government control" ---> "totalitarian" as well as "pollution" . Ss may also say "the future" Show slide with the 2 new vocab words on it. *Ask CCQs on Lang. analysis for DYSTOPIA, TOTALITARIAN, POLLUTION (all related to understanding the genre)** if needed. Show slide of 3 titles. "Has anyone heard of these dystopian novels, or seen the film versions of them? " Chat 2 min. Y/N

Chest text handout. "These are summaries of the novels. Read them very quickly, and check the features they have in common here (point to check mark place at the side). You have 2 minutes to read." Distribute HO. 2 minutes "Check your answers with a partner" T Write answers on the board (a, b, c, d _ check A and B, write "totalitarian" and "future"). CCQ: How did you know that all three stories happen in the future? How did you know that the government controls everything in all three stories? Talk in your groups. Underline the clues in the text. 1 minutes - monitor.

Chest reading-for details handout. Read the summaries again and decide if these sentences refer to 1981, brave new world, or a handmaid's tale. Give students 4-6 min, monitor for difficulties. Check in pairs. As a group, underline the clues in the texts. Invite a student to come up and underline clues in first text, then second, then third. Elicit meaning of "infertile" in context when it comes up (students should underline it the third text).

Unfold handout + chest We are going to do a speaking activity. How many of you think these things will happen? You can use these useful phrases for your discussion. (Show slide) Demo: "Nursel, do you think that love will be a crime?" Listen to her response. Gesture for a student at the front to ask me a question. I can respond using one of the useful phrases. "Talk with 3 different people." ICQ: Are you going to talk about if these things will happen in the future? Yes. How many people are you going to talk to? 3 ***What Language will you speak in? *** ENGLISH Monitor for general errors. Write 2 or 3 on the board after about 8 minutes of discussion, and have the students correct them.

Chest handout. "Look at these phrases with "get" from the summaries. Write them next to the correct meanings of get in the table. You can work with your group." Distribute HO 2-4 minutes. Show answer key on slide. CUT THIS IF NECESSARY: Open HO. "In your partners, discuss what you would do in a perfect, utopian world -- a place where everything is perfect." Demo" "Miten, in a perfect world, What time do you get up every morning?" Discuss with people at your table.