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Productive Skills - Speaking about Dreams
Pre-Intermediate level


In this lesson, students will practice what they've learnt from the previous two lessons, but with less controlled and freer speaking practices. They will interview each other to collect information, and use collected information to construct inventive dialogue. They will have time to prepare and they will be given a model in the beginning of the lesson, and will be provided with skeleton phrases to construct their inventive dialogues. I will use a variety of interaction patterns, pair work for interview, scaffold the inventive dialogue and then group work for Sts to collaborate and share their dialogues on dream interpretation.


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Main Aims

  • To provide fluency speaking practice in a conversation and inventive dialogue in the context of dreams using past continuous and past simple with prepositions

Subsidiary Aims

  • To provide clarification and practice in the context of seeing and interpreting dreams


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

- T stands in front of the classroom. - T greets Sts. - T shows a series of slides to Sts using projector. - T asks Sts. "What do you think about these pictures?" - I1: "Discuss in pairs for 2 mins." - ICQ1: "Are you discussing quickly or slowly?" - T asks Sts. "What did you discuss in pairs?" - T spends a few minutes getting WCFB

Exposure (7-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

- T leads into model task - T chests HO#1 - T says "Here you have statements." - I1: "Choose the correct word and fill in the blanks." - I2: "You will have 5 minutes." - I3: "Check with a partner when you finish." - ICQ1: "What are you doing?" - ICQ2: "How much time will you have?" - When Sts complete the task lead into FB - T says "Lets go over the answers." - T gets Sts. to read some of their answers and spot errors - Error correct mispronunciation, and drill - USE WB ONLY if Sts have an issue with stress/intonation

Useful Language (5-8 minutes) • To highlight and clarify useful language for coming productive tasks

- T chests HO#2 - T says "Take a look at the words." - I1: "Read all of them." - I2: "You have 2 minutes." - ICQ1: "Are we taking 5 minutes to read?" - Sts finish reading. - T asks WC "Does everyone understand all of the words?" - Sts asks "What does this mean?" - T clarifies words Sts don't understand or sure of how to use - T does Drill pronunciation BEFORE WB - T leads into scaffolding activity 1

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

- T chests HO#3 - I1: "You will work in pairs." - I2: "Student A is a doctor, Student B is a patient." - I3: "Read the instructions." - I4: "You will create your own questions and answers." - I5: "You will have 14 minutes." - ICQ1: "Do we all know what we're doing?" - ICQ2: "Are doing this quickly?" - T will monitor and take notes. - If some Sts finish their roles they will switch roles. -T leads into the second activity (free practice) - I1: "There is two signs in the class." - I2: "One group will be Doctors and the other are Patients" - I3: "Doctors will discuss about their patients." - I4: "Patients will talk and share their dreams." - I5: "Do not use your notes." - I6: "If it is too hard, you can use your notes." - I7: "You will have 6 minutes." - ICQ1: "What are we doing?" - ICQ2: "How much time do you have?" - T will monitor and take notes. - T will not interrupt fluency unless to hot error correct.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

- T instructs class to comment on the activities - T asks if Sts had any trouble with certain phrases - T refers to notes to see which areas Sts had a problem with - T gets feedback from Sts and error corrects

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