Asli Asli

Teaching Practice 7
Intermadiate level


In this lesson, students will talk about their memories from their past and exchange information.


Abc Questions from Speaking Extra

Main Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of memories

Subsidiary Aims

  • To provide clarification and practice of life experience lexis in the context of memories


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

Project the sheet with questions and pictures on the board. 1. When you were a child, was there anything about adults that you thought was strange or amusing? 2. Are there any ways that you see life differently now that you are older? 3. What is the most surprising or unexpected thing about the way your life has been developed? Ask students to talk to their neighbours about the questions. Feedback: Ask students if their neighbours had any interesting answers.

Exposure (5-6 minutes) • To provide a model of the task and highlight useful words and phrases

Give the questions to the students and tell them for this activity they are going to work in pairs. Don't forget to give every pair the same sheet. Tell them there are two different questionnaire and some pairs will have A and some pairs will have B. Ask them to read the questions and ask any words they don't know and any questions they didn't understand. Write the words they ask, on the board. Give one example each and elicit answers by asking CCQs.

Task (10-10 minutes) • To provide an opportunity to practice target productive skills

Tell the students that they are going to interview each other using the questions. Explain that they should write a short title for each of their partners' answers in the correct places of the life map. Give an example. Tell them they don't have to answer the questions they don't want to. First drill and then write on the board: -I'd rather not to say... -I'd rather not to talk about that. Monitor: Be available for the students and help when it's necessary. Take notes of their mistakes.

Planning (7-8 minutes) • To provide an opportunity to plan students' reports

When they finish the task, ask them to exchange their sheets with their partners'. Ask them to check if they can not understand the titles which their partner gave. Then ask them to tear off the questions and keep the maps. Match the students with another partner (Student A to Student B). Tell them to exchange their maps and ask each other questions about the titles on each other's maps to find out what they mean. Give an example.

Report (4-4 minutes) • To allow students to report on how they did the task and how it went

Ask what was the most interesting or surprising information they've heard. Encourage the students to ask more questions about the other's answers.

Language Analysis (6-7 minutes) • To clarify the meaning, form and pronunciation of the task language

Delayed error correction. Correct the errors on the board by eliciting answers from the students. Write some answers in present and past perfect tenses form. Mark the form and pronounciation. Drill if you need to.

Language Practice (8-10 minutes) • To provide students with practice of the task language

Ask the students to write 10 more questions with their partner. Exchange the questions with another pair. Ask the questions to each other. Feedback: Ask students what was the most interesting answers they've heard.

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