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TP:8 Dreams & Reality
Upper Intermediate level


In this lesson, students will be focusing on dreams, and what their dreams were as a child. The lesson will be introduced with a game for a warm up, followed by a listening task to prepare students awareness on the language focus, finishing off with a freer speaking practice


Abc SB

Main Aims

  • To provide fluency speaking practice in a conversation in the context of biggest dream as a child

Subsidiary Aims

  • To provide clarification, practice and review of language used for repetition in the context of dreams


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

-tell them that I will write a word on the wb, and the word will be a dream that I had as a child of becoming something e.g. teacher, photographer, and dietician. (hot chair game) -the students will have to explain the careers without using the word on the wb and the student sitting on the chair will have to guess the word -one person will sit facing their peers in front of the wb, ask for a volunteer or pick a student -let the students do it, and stay away from interrupting the game -Ask students a question to make sure they have noticed the reason why I have given these words, Are these my biggest dreams when I was a child?

Exposure (8-12 minutes) • To provide a model of production expected in coming tasks through reading/listening

FIRST TASK -Show the pictures of the people who they will listen to on the wb with their names. -have their dreams projected too seperatly -tell them to guess which dream belongs to which person, in pairs (this is only a prediction, it does not matter if their guesses do not match) -students listen to the tape and write their answers -peer check and give answer key SECOND TASK -this is a more detailed listening task -hand out the questions in this task to each students and tell them to read and tell them they will listen to tape and answer them -ask them to peercheck and give answer key -now ask students to discuss which of the dreams did they relate to most? In pairs -before moving on the language focus play Dilammar's script once more, then play Alison's script and ask question integrated with the language focus task, - what did you notice about their sentences? -is there anyhting you realised that both speakers had whilst they were speaking? -Where they repeating themselves at times? etc.

Useful Language (8-12 minutes) • To highlight and clarify useful language for coming productive tasks

-regroup the students in groups of min 3 people -hand each group the sentences andgive them time to read and discuss with their peers what they notice -once we have clarified that there is repetition, give students to definitions and give time for them to read again -then in groups they shall match the sentence with a definition -tell students to check the ther groups answers -ASK CCQs to make sure they are confident in the meaning -provide answers and fb -make sure they understand, but do not expect them to produce this language immediately in the conversation task(s) -Make sure I drill! -Meaning, Form, Pronounciation!

Productive Task(s) (18-12 minutes) • To provide an opportunity to practice target productive skills

-tell students to close their eyes and relax -I will elicit some some senctences like, go back to your childhood, think about your dreams, what did you want to be, have you achieved them, have they came true, have they changed now that you're older?... ( this exercise will have prepared them for their freer speaking exercise) [I might play a soothing soundtrack for the background while they are thinking] -tell students to open their eyes -they will be instructed to talk to their friends at least 3 people about their dreams as a child -get them to stand up after instructions and give them the time and space to speak. -monitor but do not do error correction -give them time to do it

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

-Ask students to tell me what their friends dreams were -Go through common mistakes -gradually end the lesson Make sure I praise and thank everyone for this experience!

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