How are you going to practise?
You are going to practise your English writing, reading, listening and speaking skills.
What are you going to do?
You are going to read, listen, speak and write about 'Dreams'.
There are different types of assignments. Some of them you have to do on your own, others you are doing in a group.
At the end of those group assignments you are going to discuss the answers in your group. Some assignments will be checked by the computer.
What about you?
Good dreams or bad dreams, we all have them.
What is your favourite dream?
Have you ever caught yourself looking out of the window at work thinking about your weekend plans?
That was a daydream.
Are you a daydreamer?
Have fun!
Need to know
What do you need to know?
Can you talk about dreams? Find out!
Ask each other the following questions in pairs while taking turns.
Decide which answer was the most remarkable.
Report about this answer to the class.
The pupil who gave the original answer is NOT the one reporting to the class.
Do you usually remember your dreams? Why or why not? Describe some of them.
Talk about the most recent dream you can remember that you have had.
Talk about a recurring dream that you have had in the past.
Do you interpret a dream? Do you use your intuition/imagination to understand it?
Do you read books on dream interpretation? What is your opinion on it?
Do you generally have pleasant dreams or nightmares? Describe some.
What's the worst nightmare you have ever had?
What is "prophecy"?
Have you ever had or heard of a dream that foretold the future? What event was it about?
Can you influence your dreams? In what way?
If you dream, do you know you are dreaming? If so, what makes you know this?
Do you know what you are going to dream about? How?
Can do
In this theme you will focus on the following 'can do' statements.
Listening
You can listen to people talking about sleeping and dreaming.
You can understand this when people speak slowly and clearly.
You can understand simple messages or sound fragments (radio, television, song) that have to do with the theme Dreams.
You can follow the main lines of discussions about explaining Dreams.
Reading
You can understand texts or stories when the words in the theme Dreams are used.
You can skim short texts and find relevant facts and information.
Speaking
You can participate in a simple conversation about Dreams.
Your classmate speaks quite slowly. He or she repeats the sentences now and then.
Your classmate helps you to formulate what you are trying to say.
You can ask and answer simple questions related to Dreams.
You can use simple phrases and phrases related to Dreams to express your preference and opinion.
You can have a discussion about nightmares.
Writing
You can write an article by making use of the words related to Dreams.
You can write a very simple personal letter and an e-mail message regarding Dreams.
To do
At the end of this theme you will have listened, read, written and spoken about dreams. You will know words related to the topic 'Dreams' and you will know what a conditional is and how to use it correctly.
But you don't have to be able to do this right away!
If you take the following steps (lessons) you'll find out what you need to know!
Lesson
Title
Activities
1
Sleeping and Dreaming
The subject of this lesson is Sleeping and Dreaming.
You can understand texts about explaining dreams.
You canhave a discussion about dreams. Grammar: the zero conditional.
2
In Your Dreams
The title of this lesson is In Your Dreams.
You can understand a text about history of dream interpretation.
You can write a report about a survey about dreams. Grammar: the first conditional.
3
Keep on Dreaming
The title of this lesson is Keep on Dreaming.
You can understand a video about symbols in dreams.
You can understand a text with background information
about dreams. Grammar: the second conditional.
4
Your Worst Nightmare
The title of this lesson is Your Worst Nightmare.
You can listen, read texts and answer questions about having a nightmare.
You can understand and use vocabulary about dreams.
You can write about paintings depicting nightmares. Grammar: the third conditional.
Lessons
Below are the four lessons that belong to this topic.
Make your choice.
Here you can find the vocabulary lists with sentences (chunks) that accompany this theme.
These lists will also be used in the diagnostic test. Talk to your teacher about when you will learn these lists.
There are many ways to study vocabulary. You can read the words aloud or copy them.
Click in StudioWozzol on the red arrow for the options.
Finishing touch
You've finished the lessons for the theme Dreams.
Now it is time for the Finishing touch.
Here you will find an extra listening and writing assignment.
Choose one or two of the assignments and work together with a classmate.
When you are finished you will make the diagnostic test and fill in the evaluation.
Good luck!
Project A: Listening
Project A Listening: The Dream Team
You are going to listen to a reporter covering a game of basket ball.
The game is between the Japanse national team and the US Dream Team.
Listen to find out how they are getting on.
First read the questions.
Listen to the recording.
Answer the questions.
Listen again and read the audio script.
Read the questions.
How is the US Dream Team doing in the game?
The Dream Team is made up of:
What happened to the Dream Team's leading scorer?
What part of the body did the Japanese center injure in the game?
What reason did the coaches give to explain the Dream Team's performance?
De onderstaande antwoorden moet je zelf nakijken; vergelijk jouw antwoorden met de goede
antwoorden, en geef aan in welke mate jouw antwoorden correct zijn.
Read the audioscript, while listening to the recording again.
Hello everybody, and welcome back to a thrilling game at the Tokyo Dome with the US Team taking a drumming at the hands of the Japanese national team going into the second half, 51 to 26. The US Dream Team is made up of NBA veterans--- supposedly the best we have to offer--- but they need a miracle to dig themselves out of a hole and come back at this point.
Unfortunately for the Dream Team, their leading scorer, High-Fly Wilson, was ejected one minute into the second quarter after climbing into the stands and fighting with a spectator who had continually heckled Wilson for shooting three airballs in a row. Another bizarre moment came late in the second quarter when the Japanese center, Tomohiro Suzuki, suffered a concussion and was knocked out cold as he lunged for a ball and collided with the knee of one of his own teammates. There also have been several other injuries, including the loss of starting forward, Masa Harada.
Some of the coaches on the US team are attributing the team's sluggish performance to some raw fish they had last night while attending a banquet in their honor. Next thing we'll know, they'll be blaming their players' cement hands on a demonstration class on Japanese paper folding earlier in the week. Who knows what'll be next. Okay, it looks like we're ready for the second half.
Bron: www.esl.lab.com
Listening - evaluation
How did you like these assignments?
Indicate for each section how you thought it went.
Good
Sufficient
Insufficient
Focus
You can fully concentrate.
You can listen carefully throughout the assignment.
You find it difficult to fully concentrate.
But you can listen attentively for most of the assignment.
You cannot concentrate properly.
You are easily distracted during the assignment.
Understanding
You can understand the text well. You have recognized almost all words.
You understand the questions well and can answer all questions.
You can understand the text quite well. You have recognized most of the words.
You understand the questions well and can answer most questions.
Because you do not recognize many words, you cannot understand the text properly.
You do not understand the questions very well. As a result, you cannot answer all questions correctly.
Listening to details.
You can understand all the details from the spoken text.
You can use all specific information and details in your answers.
You can understand most of the details from the narration.
Most specific information and details can be used in your answers.
You don't understand many details from the spoken text.
You cannot therefore use specific information properly in your answers.
Project B: Writing
Project B Writing: Memories in Dreams
You are going to write a summary about dreams.
Read the text.
Do the assignment (on your own): fill in the grid and write a summary.
Hand in your work to your teacher.
Read the text.
Memories in Dreams
What’s the most recent dream you can remember? Was anyone you know in it? Did it happen in a place you know well? Were you doing something familiar? Most dreams incorporate fragments of experiences from our waking lives. It’s common to dream about disconnected snippets like a particular person, place, or activity.
But do dreams ever replay complete memories—for instance, the last time you saw your mother, including the place, activities, and people? Memories like this are called episodic because they represent whole episodes instead of just fragments; studies the secret world of sleep of dreaming show that these types of memories are sometimes replayed in sleep, but it is quite rare (around 2 percent of dreams contain such memories, according to one study).
Most of our dreams just recombine fragments of waking life.
These fragments are relatively familiar and reflect the interests and concerns of the dreamer. This means cyclists dream about cycling, teachers dream about teaching, and bankers dream about money.
Some researchers have capitalized upon dream reports to gain insight into the process by which memories are immediately incorporated (i.e., in the first night after they were initially experienced). Freud famously referred to this as “day-residues.” One study showed day residues appear in 65 to 70 percent of single dream reports. On the other hand, a more recently described phenomenon called the dream-lag effect refers to the extraordinary observation that, after its initial appearance as a day residue, the likelihood that a specific memory will be incorporated into dreams decreases steadily across the next few nights after the memory was formed, then increases again across the following few nights.
Thus, it is very common for memories to be incorporated into dreams on the first night after they were initially experienced (if I have a car crash today, I’m likely to dream about it tonight). The likelihood of such incorporation decreases gradually across the next few nights, with few memories incorporated into dreams three to five days after they occurred. Extraordinarily, however, the probability that a memory will be incorporated into a dream increases again on nights six and seven after it was initially experienced. What is going on here? Why are memories less likely to be incorporated into dreams three to five days after they originally occurred than six to seven days afterward? One possibility relates to the need for consolidation. Memories may be inaccessible at this stage because they are being processed in some way which takes them temporarily “offline.” Notably, this effect is only true for people who report vivid dreams, and it also appears to only be true of REM dreams. As with most research, the dream-lag effect raises more questions than it answers.
You are going to write a summary of this text.
To help you to get information from the text, first fill in the grid before writing your summary.
introduction
types of memories
examples of dreams
research
time
conclusion
After finishing this assignment you will be able to get information from a text and use this to write a summary.
Writing - Evaluation
You did well if you fit the category 'good' or 'sufficient' when assessing yourself using the grid below.
Good
Sufficient
Insufficient
Content
The information I have used is relevant. I have used many of the words mentioned in the assignments.
I can organize the text I have written well in the report.
The information I have used is mostly relevant. I used some of the words mentioned in the assignments.
I can reasonably organize the text I have written in the report.
I find it difficult to determine what is relevant information to use in the report.
I find the words mentioned in the assignments difficult to use.
I cannot properly organize the text I have written in the report.
Words
I have used the words correctly.
I can use most words well.
I can't use the words properly.
Grammar
I can use / apply the following components well:
basic sentences
word order
Pronouns and prepositions
I make little to no writing mistakes.
I can use / apply the following components reasonably well:
basic sentences
word order
Pronouns and prepositions
I still make a few typing mistakes.
I cannot properly use / apply the following components:
basic sentences
word order
Pronouns and prepositions
I still make quite a lot of writing mistakes.
English practice program
Manny Poppins (the older brother we all dreamt of)
If your school participates in VO content, you can practice with the English practice program.
Below is a part of the program that fits well with this theme.
Log in with your School Entree-account!
You can also practice further atwww.oefenprogrammaengels.nlwith other reading, listening or viewing assignments!
D-Test
Test your knowledge. Make the diagnostic test.
D-test: Dreams
0%
Welcome to the final test of the theme: 'Dreams'.
This test consists of 15 questions.
Some of the questions are checked by the computer.
You judge the other questions yourself.
After answering the last question, you hand in the test.
De onderstaande antwoorden moet je zelf nakijken; vergelijk jouw antwoorden met de goede
antwoorden, en geef aan in welke mate jouw antwoorden correct zijn.
At the end of each lesson you answered evaluation questions.
Use these answers to answer the following questions:
What new things did you learn?
Which assignment was the best one to learn from?
Can do statements
Take a look at the Can do statements in the introduction - 'Can do'.
Did you understand and meet the learning goals (can do statements)?
Are you able to do what you have to do?
Timing
In the introduction of each period there is an indication of the amount of time you need to do the activity.
What do you think of this timing?
Finishing touch Projects
Did you do project A or project B? How did it go?
Were the instructions clear?
Was the 'rubric' at the end helpful for you? Could you indicate how it went by yourself?
Analyse your mistakes
What did you learn of the mistakes you made in this theme?
What went wrong? Do you know why?
- I did not learn enough.
- I did not understand. I did learn about the Grammar but did not know how to use it. I have to practice more.
- I made sloppy mistakes: I know how to do it, but I do it incorrectly because I lose concentration.
- I have to check the Vocabulary. I use the wrong words or I did not recognize the words.
Het arrangement Theme Dreams - tto123 is gemaakt met
Wikiwijs van
Kennisnet. Wikiwijs is hét onderwijsplatform waar je leermiddelen zoekt,
maakt en deelt.
Dit lesmateriaal is gepubliceerd onder de Creative Commons Naamsvermelding 4.0 Internationale licentie. Dit houdt in dat je onder de voorwaarde van naamsvermelding vrij bent om:
het werk te delen - te kopiëren, te verspreiden en door te geven via elk medium of bestandsformaat
het werk te bewerken - te remixen, te veranderen en afgeleide werken te maken
voor alle doeleinden, inclusief commerciële doeleinden.
Van dit lesmateriaal is de volgende aanvullende informatie beschikbaar:
Toelichting
Dit thema valt onder de arrangeerbare leerlijn van de Stercollectie voor Engels voor tweetalig onderwijs, leerjaar 1, 2 en 3. Dit is thema 8 'Dreams'. Het gaat over (dag)dromen. Het thema omvat de volgende onderwerpen: Sleeping and dreaming, In your dreams, Keep on dreaming en Your worst nightmare. In de grammaticaopdrachten wordt er geoefend met conditionals.
Leerniveau
VWO 2;
HAVO 1;
VWO 1;
HAVO 3;
VWO 3;
HAVO 2;
Leerinhoud en doelen
Engels;
Eindgebruiker
leerling/student
Moeilijkheidsgraad
gemiddeld
Studiebelasting
9 uur en 30 minuten
Trefwoorden
arrangeerbaar, conditionals, dreams, engels, in your dreams, keep on dreaming, sleeping and dreaming, stercollectie, tto123, your worst nightmare
Dit thema valt onder de arrangeerbare leerlijn van de Stercollectie voor Engels voor tweetalig onderwijs, leerjaar 1, 2 en 3. Dit is thema 8 'Dreams'. Het gaat over (dag)dromen. Het thema omvat de volgende onderwerpen: Sleeping and dreaming, In your dreams, Keep on dreaming en Your worst nightmare. In de grammaticaopdrachten wordt er geoefend met conditionals.
Leeromgevingen die gebruik maken van LTI kunnen Wikiwijs arrangementen en toetsen afspelen en resultaten
terugkoppelen. Hiervoor moet de leeromgeving wel bij Wikiwijs aangemeld zijn. Wil je gebruik maken van de LTI
koppeling? Meld je aan via info@wikiwijs.nl met het verzoek om een LTI
koppeling aan te gaan.
Maak je al gebruik van LTI? Gebruik dan de onderstaande Launch URL’s.
Arrangement
Oefeningen en toetsen
Dream Team
Dreams
IMSCC package
Wil je de Launch URL’s niet los kopiëren, maar in één keer downloaden? Download dan de IMSCC package.
Oefeningen en toetsen van dit arrangement kun je ook downloaden als QTI. Dit bestaat uit een ZIP bestand dat
alle
informatie bevat over de specifieke oefening of toets; volgorde van de vragen, afbeeldingen, te behalen
punten,
etc. Omgevingen met een QTI player kunnen QTI afspelen.
Wikiwijs lesmateriaal kan worden gebruikt in een externe leeromgeving. Er kunnen koppelingen worden gemaakt en
het lesmateriaal kan op verschillende manieren worden geëxporteerd. Meer informatie hierover kun je vinden op
onze Developers Wiki.
Welcome to the next theme of English: Dreams.
In this theme you will focus on the following 'can do' statements.
Below are the four lessons that belong to this topic.
Welcome to the final test of the theme: 'Dreams'.
At the end of each lesson you answered evaluation questions.
