Memory and Flashbulb Memories
For Ss to improve listening skills and be able to pick out specific information, details and deduce in the context of memories.
To provide fluency and accuracy when speaking. In both extended interaction and sharing information.
To develop writing fluency through writing a short paragraph on memory
To learn lexis in relation to content
To provide clarification and practice of lexis in the context of memories
Procedure (45 minutes)
Welcome Ss. Monitor seating arrangements so Ss can be easily arranged for GW in warm up game. Inform Ss of the topic "Memory". Inform Ss that this is the last lesson on the topic of "memory".
Arrange students into teams for GW. Explain to Ss the rules of the game (in brief; working as teams they must remember as many of the items as they can that were shown on the slide for 3 minutes. Team with most items remembered wins) Show Memory game slide for 3 minutes. Ask Ss Groups to write down as many of the items as they can remember in 2 minutes. After 2 minutes get groups to exchange sheets. Ask for a volunteer from each group to read out their items. Scoring 1 point per item. Group with most points wins.
Explain we are following on from the previous lesson and taking a deeper look at flashbulb memories. Explain that we will watch a video showing 3 people talking about their flashbulb memories. In order to contextualize play the video without doing the exercise. Ask Ss what they can remember about each person. Do not correct mistakes yet. Distribute HO #1 Give example and personalise: I will always remember then London Olympic games because my childhood best friend won a gold medal and after the event I was able to hold this gold medal. I even tried it on! Explain Ss must fill in the table on sheet one of the handout by noting what the public event was and what the personal association was in the relevant boxes. Ask CCQs to confirm understanding. IE What public event did I talk about? What was my personal association with the event? If unsure try to elicit the answer from the Ss. Play video again. Ask Ss to compare answers in pairs. Check answers with class by nominating students from the pairs and discussing correct answers.
Arrange Ss into Pairs or groups according to class size. Ask students to turn to page 2 of HO #1. Read the three questions listed to the students. Give personal examples Question 1: The death of Micheal Jackson, Question 2: September 11th ask Ss to discuss in groups or pairs for 3 minutes. Monitor responses. Nominate students to talk about their flashbulb memories. Try to elicit more info. Ask if anyone shared the same flashbulb memories and were there any similarities. Discuss as class.
Arrange Ss into different pairs. Change to encourage rapport between Ss Ask Ss to turn to page 3 of handout. Ask Ss to read the 3 questions. Read aloud the 3 questions. To monitor understanding. Use CCQs to clarify. Explain Amnesia using Model Pronunciation Form technique. If necessary. Check Ss understanding by asking CCQs eg: If I forget my keys is this amnesia? Group drill pronunciation of Amnesia. Ask each pair to select a strip of paper at random which has one of the three questions written on. Show Ss print out of WiFi name and password before sticking it to WB. Point out the 3 search hints on the HO under the questions Get Pairs to research their question online for 5 minutes and write their notes on the handout. Monitor and circulate while they are online and help with any vocabulary where necessary.
Ask Ss to turn to page four of HO #1 Go through the prompts with the class. Elicit ways to finish each sentence as an example. Explain the form of the prompts. Give students 3 minutes to write short paragraphs using the prompts based on the questions they researched in Activity 3. Get Ss to swap paragraphs with other students who researched different questions. Feedback nominate students to share any new information they have discovered with the class. Thank students