Darya Kulagina Darya Kulagina

Dreams come true
Upper-Intermediate, B2 level

Description

The lesson focuses on the distinctions in meaning/use between the Past Simple & Present Perfect presented through the texts about the activities one wants to do before dying. Lesson opens with guessing the topic of the lesson in pairs after watching the video. Then Ss discuss their ideas relating to dream activities/adventures before comparing them with the results of an official poll. They then move on to an intensive listening task where they listen to monologues for gist & detail info. The lesson ends with a focus on the use of pause fillers & hesitation devices to gain thinking/planning time in speaking.

Materials

Main Aims

  • To provide Ss practice in listening intensively for gist & for detail in longer texts through the context of talking about dreams coming through

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of dreams
  • To provide

Procedure

Lead-in (3-5 minutes) • to warm up students, create interest and lead into topics

Ss watch a video with "bucket list" activities and guess the topic of the lesson in pairs.

Pre-listening (3-5 minutes) • to predict what Ss think interested more people

Students read the activities and discuss their ideas in small groups. Make ex.2 as FB. Distribute the answers. Ss tell what surprised them.

While listening (7-8 minutes) • to listen for gist

Remind Ss that the passages are quite long but that they only need to focus on the topic & main supporting info. Direct attention to the 2 questions in ex.3 Be prepared to deal with possible queries re vocabulary. Ss listen. Allow time for peer-checking, then take w/c FB.

While listening 2 (8-10 minutes) • to listen for detail

Give Ss time to read through the task (ex 4). It is important at this stage for Ss to recognize why they associated an item with a particular person (i.e. to provide support for answers based on the text). Ss listen & take notes (ex5), then compare answers with a peer. Make Ss listen again if needed. Assign each question to a pair of Ss, make them write the answers on the board

Post-listening • To provide Ss with speaking practice

Present the table info, elicit more examples & do the activity on p.122. Ask them to think of reasons for their choices & to prepare to challenge others’. Ss discuss their ideas in pairs/groups and compare answers. If you looked at the fillers, you could encourage them to use them while they’re speaking. Monitor and take notes of any interesting points for w/c FB.

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