Ross Ledford Ross Ledford

Memory and Flashbulb Memories
Intermediate level


In this lesson Ss will continue the Memory theme. This is the last lesson in a series based on Memory. We will start with a controlled practice listening exercise and follow with less controlled and free production speaking, writing and reading exercises.


Abc HO #1
Abc White Board (WB)
Abc Cutting Edge CD Rom
Abc Laptop
Abc Projector
Abc Sheet with WiFi name and password printed on it
Abc Activity 3 Questions on printed strips of paper

Main Aims

  • To develop writing fluency through writing a short paragraph on memory
  • To provide fluency and accuracy when speaking. In both extended interaction and sharing information.
  • For Ss to improve listening skills and be able to pick out specific information, details and deduce in the context of memories.

Subsidiary Aims

  • To provide clarification and practice of lexis in the context of memories
  • To learn lexis in relation to content


Introduction (2 minutes) • To inform class of topic/context

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".

Warm up (8 minutes) • To focus Ss, build rapport and encourage interaction while affirming the context 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.

Activity 1 (10 minutes) • To give Ss the opportunity to improve listening and speaking skills in the context of flashbulb memories and focusing on past tenses.

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.

Activity 2 (7 minutes) • To give Ss the opportunity to improve speaking skills in the context of flashbulb memories focusing on the different past tenses.

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.

Activity 3 (10 minutes) • To set up for exercise 4 by contextualising the subject. To encourage free practice. To reinforce lexis surrounding the context of memory. To expand vocabulary.

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.

Activity 4 (8 minutes) • To develop writing fluency through writing a short paragraph on memory. To give Ss the opportunity to practice speaking and pronunciation of target grammar and language by reading their findings out to the class.

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

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