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TedEd: Why We Dream (Passive or Active Voice?)

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Task Description
There are 10 tricky grammar exercises focusing on the differences of active and passive voice. Active and passive voice sentences are mixed, featuring 13 higher level verbs. All the sentences are derived from the content of the video. The wrong sentences are either grammatically incorrect or are grammatical but don't make sense (don't add up logically). Therefore, to make the right choice, students not only have to filter out ungrammatical options, but also interpret what has been said in the video, while getting right the usage of the advanced verbs in the exercise. This triple cognitive task is what makes this exercise challenging for B1-B2 level students. Although the scientific theories are explained in plain language in the video, I would not recommend it below high school level. As for the language proficiency level, this lesson is most suitable for B2-C1 level.
Video details
Scene summary
A TedEd original lesson about the theories that try to explain the reasons why people sleep.
Video length
5 minutes 38 seconds
Video genre
Lectures (e.g. TED talks)
Language goals
Grammar practice
General topic
Grammar topic
The above lesson is a great teaching resource for:Upper-intermediate (B2), Intermediate (B1)
Student type
This resource is intended for:Business/professional students, Adults, High schoolers
Business/professional students
High schoolers
Quality check
Quality not yet verified by the community.
This resource does not contain any images, words or ideas that would upset a reasonable person in any culture.
Copyright license
This resource is licensed by Kisdobos under the Creative Commons Attribution License.
Upload date
Video quiz questions (printable)
1. Choose the correct options.
According to Freud, ... [TWO RIGHT ANSWERS!]
our deepest desires are symbolized by our dreams.
our deepest desires symbolize our dreams.
our dream images symbolize our deepest desires.
our dream images are symbolized by our desires.
2. Choose the correct options.
Freud proposed that through the analysis of dreams ...
psychological problems can resolve.
psychological problems can be resolved.
psychological problems can resolved.
we can resolve by psychological problems.
3. Choose the correct options.
In 2010, ... that those who dreamed about a task ... those who did not during the completion of the task.
a study found; were outperformed by
a study found; outperformed
a study was found; outperformed
it was found; were outperformed by
4. Choose the correct options.
During REM sleep, our dreams ... the dumping of useless neural connections.
are resulted from
result from
5. Choose the correct options.
Which one is correct? "The brain's need to constantly create long-term memories ..."
results in dreams.
results from dreams.
6. Choose the correct options.
Dreams may serve the purpose of ...
preventing the brain from completely shutting down
completely shutting down the brain
being completely shut down the brain
7. Choose the correct options.
In our dreams ... to practice our fight and flight skills.
the opportunity grants to us
we grant the opportunity
we are granted the opportunity
8. Choose the correct options.
Due to these findings some researchers ... that dreams ... psychological healing during traumatic experiences.
are led to believe; allow for
lead to believe; are allowed for
are led to believe; are allowed for
lead to believe; allow for
9. Choose the correct options.
In some cases, ... [TWO RIGHT ANSWERS!]
illnesses may be attributed to lack of dreaming.
illnesses may be contributed to lack of dreaming.
lack of dreaming may be attributed to illnesses.
lack of dreaming may contribute to illnesses.
10. Choose the correct options.
Dreams ... reality or the rules of conventional logic.
do not constrain
are not constrained by
are not unconstrained by
Lesson Plan
1. Depending on the proficiency level of your students, you may want to pre-teach the advanced verbs contained in the exercise sentences (see below), or some of the vocabulary items featured in the video.
Follow-up tasks
1. Either as a warmer or follow-up activity, you can have the students act out a role play in pairs. One student is the psychologist and the other is the patient. Together they try to interpret the latest dream of the patient. The patient is given a dream scene and is asked to make up the rest of the dream using their imagination. You can use these images: or
Discussion questions
1. Do you tend to remember your dreams?
2. Can you recall a dream you had recently?
3. Do you ever have nightmares?
4. Do you have a recurring dream?
5. What was your nicest dream that you can remember?
6. Do you think that dreams can foretell the future?
7. What may these dream symbols mean? Being chased, falling, flying?
8. Have you ever dreamt in a language other than your mother tongue?
9. Do you dream in black and white or in color?
10. Have you heard the expression "daydreaming"? How's it different from real dreaming?
11. When you get woken up during a dream, do you tend to continue dreaming that dream after you fall back asleep?
12. Why do people dream? Which theory presented in the video seems most plausible (=believable) to you?
13. Do you agree with Freud that working with a psychologist on deciphiring the symbols in your dreams can help you resolve psychological problems?
14. Does it sound plausible to you that dreams help people cope with emotional trauma? Explain your answer.
Vocabulary list
propose v.
put forward (a plan or suggestion) for consideration by others
resolve v.
settle or find a solution to (a problem or contentious matter)
outperform v.
perform better than
dump v.
deposit or dispose of (rubbish, waste, or unwanted material)
result from v.
occur or follow as the consequence of something
result in v.
have (a specified outcome)
serve a purpose
be useful, meet some needs or requirements
prevent (sg from happening) v.
keep (something) from happening
grant v.
agree to give or allow (something requested)
be led to believe
have reason to believe
attribute (something to a cause) v.
regard something as being caused by
contribute (to sg) v.
help to cause or bring about something
constrain v.
restrict the scope, extent, or activity of something
Kisdobos is from/lives in Hungary and has been a member of iSLCollective since 2009-09-28. Kisdobos last logged in on 2022-12-06, and has shared 455 resources on iSLCollective so far.
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