The Fun Fact About Dreaming

Level: Beginners
Focused skill: reading
Class size: 5 students
Age group: 18-30
Students NL: Arabic and Chinese

A. Goal
Students will feel comfortable and get used to reading short passages in English.
B. Objectives

1. Students will learn more about the topic (dream) by reading the passage.
2. Students will comprehend and respond appropriately to what the instructor says in
class.
3. Students will pronounce each word from the reading passage correctly.
4. Students will comprehend the meanings of new vocabulary words (Last, problem,
useful, result, period, leader, worry, prepare).
5. Students will show the long-term memory of the vocabulary words that they learned
in the last class.

C. Materials and equipment

Textbook: National Geographic Learning (2015). Reading Explorer (Second Edition).

Boston, MA: Cengage Learning. Pg.93-94 (Appendix A) UNIT7

Handout: Vocabulary notebook sheet

Dictionary

Computer and projector

White board and makers

Color pens and pencil

D. Procedures

Lesson Duration: 90 minutes

1. Warm up (10 minutes)
1) Start the class with showing the pictures related to dream. Ask students if they can
guess the reading topic for today (what these pictures refer to).
2) Ask students these two questions. 1:When was the last time you had dreams? 2: What
is the most interesting dream you had before? (Whole class sharing activity)
2. Pre-reading discussion (15 minutes)
1) Ask students if they know anything about dreams (Check their background knowledge
about dreams and sleep.) Pair them up and discuss these three questions (Say: Do we
dream everyday? How many dreams do we usually have? Why do we dream? )
2) Ask some volunteers to share what they have discussed. (Say: Can someone share
what you discussed with your pair?)
3) Write down students prediction as they answer. (So later, we can correct and see if
these predictions are true when we read the passage.)
4) Then do matching exercise where students need to guess what each dream means.
(Say: what do you think it might mean if you dream about these things?)
3. Introduce new vocabulary (15 minutes)
1) Show the following new vocabulary words one by one to students. (Last, Problem,
Useful, Result, Period, Leader, worry, prepare). Ask students what each word means.
(Say: Does anyone know what ingredient means?) Have them try to explain.) After
giving them a try, show each definition on the PPT. Also, show pictures after telling
them each definition.
4. Read the passage and comprehension checking (15 minutes)
1) Have them repeat after me when reading the passage. (Input: how to pronounce each
word.

2) Stop and ask students about the reading passage after each paragraph. (Check their
comprehension as we read).
3) Go over the whole passage again with students. Ask them one-two important things
from each paragraph. 1. How many dreams can human have a night? 2. Each dream
lasts for how long? 3. Do we dream about people we know or people we do not
know? 4. Does everyone dream? Or only girls? 5. What did Alan say about the reason
why we dream? What does dream help us with? 6. How about Robert? Dreams come
from where? 7. What does it mean if you dream about meeting someone while in
pajamas or with naked body? 8. How about flying? Feel quite happy right? 9. What
about when you have dream of not studying for test? What kind of situation are you?
.

Reading Comprehension (25 minutes)

1) Have students complete reading comprehension questions on page 96.
2) Go over each question sentences with the students before they work on those.
(Explain what the questions are asking) Deconstruct those questions.
3) Go over the answers together by asking where in the passage they found each answer.
(Do: have them come up in front and write their answers on the board).

Closer (10 minutes)

1) For the lesson wrap up, play Charades to see if students still remember what we learn
todays lesson.

E. Assessment
Objectives 1-4 can be assessed through in-class observation without a formal testing
component. The pair discussion is the assessment component for objective 3. As pairs share their
opinions together, walk around to monitor students and to observe informally whether they have
achieved the objectives. Objective 5 will be assessed through the activity given at the very
beginning of class in the review section.

Reflection
What went well? How do
you know?

I did well on choosing the reading topic for this lesson,

because I could see the students were engaged throughout
the lesson even though the class was early in the morning.
They were actively participated in class discussion and I could
observe they were motivated about sharing their opinions and
thoughts about the facts about dreams.

What didnt go as
planned?

Before the reading comprehension exercises, I deconstructed

each question statement and discussed what each question
means with the students. However, students kept telling me
the answers instead of explaining what each question means.

What contingency plan did

you employ?

As for the problem that I mentioned above, the only thing I did
was to keep telling them what I want to hear from my
students as a response. I repeated the sentence, What this
question is asking you? What is the key word in this
sentence?

What would you do

differently next time?

I would give them more explicit instruction before going to the

activity. Instead of repeatedly asking them what this sentence
means, I would be specific about what I want to hear from my
students. I will tell them that I do not want any answers now
but try to explain each question means.

Did your students meet

the purpose and
objectives for this lesson?
What is your evidence?

My students told me after my lesson that they had so much

fun in this lesson since they learned new things about dreams.
From this, they met objective 1. Also, they were telling me a
story of interesting dreams that they had until now to warm up
the classroom.

What do your students

need next? What is your
evidence?

When we were reading the passage together, my students

frequently asked me the definitions of vocabulary words that
they learned in this lesson. I have gone over each meaning
before moving into reading activity; therefore I see the needs
that they need more practice to use those new words so they
will be more familiar to each word by the time they read.

What did you learn about

your glows and grows as a
teacher? What can you do
to work on your areas
needing growth?

I still need to work on the better way to communicate with my

students. Since they are beginners, I have been having hard
time communicating with them and leading them to speak up
more in class. In order to make this situation better, I would
try to write down sentences on the white board every time my
students are having difficult time to understand what I am
trying to say. By making it visualized, I believe they will
understand better. Also, I will try to give them a wait time to
process what I am trying to say and what they want to say.

Appendix A: textbook